Literaturnachweis - Detailanzeige
Autor/inn/en | Charalambous, Constadina; Zembylas, Michalinos; Charalambous, Panayiota |
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Titel | Reconciliation Pedagogies and Critical Ambivalence in Teacher Professional Development: Insights from a Case Study in Cyprus |
Quelle | In: Journal of Peace Education, 17 (2020) 2, S.208-233 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zembylas, Michalinos) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1740-0201 |
DOI | 10.1080/17400201.2020.1754774 |
Schlagwörter | Peace; Teaching Methods; Case Studies; Faculty Development; Ethnography; Elementary School Teachers; Teacher Workshops; Conflict Resolution; Instructional Design; Teacher Attitudes; Foreign Countries; Nationalism; Ethnic Groups; Discussion (Teaching Technique); Cyprus Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Conflict solving; Konfliktlösung; Konfliktregelung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerverhalten; Ausland; Nationalismus; Ethnie; Zypern |
Abstract | This paper draws on ethnographic data from a project on peace education and reconciliation pedagogies in the conflict-affected context of Cyprus. Following a primary school teacher over the period of eight months in peace education workshops and in her classroom before and after the workshops, we trace critical moments that seem to have an impact on teacher's thoughts and emotions in relation to conflict and reconciliation. Analysing extracts of interaction both from the workshops as well as from her classroom, we show her struggle to cope with reconciliatory ideas and the dominant conflict ethos, pointing to possibilities for change but also resistances and limitations. Despite the detailed focus on one individual, we use data from the whole project to contextualize her practices and we use her case to highlight important elements to consider when designing reconciliation activities. Using the concept of "critical ambivalence," we highlight teachers' ambivalent emotions during the process (namely, both positive and negative ones) as a first step in deconstructing hegemonic nationalist discourses, and we argue for the value of creating spaces for these ambivalent emotions to be acknowledged and discussed through a critical lens. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |