Literaturnachweis - Detailanzeige
Autor/inn/en | Bickmore, Kathy; Kaderi, Ahmed Salehin; Guerra-Sua, Ángela |
---|---|
Titel | Creating Capacities for Peacebuilding Citizenship: History and Social Studies Curricula in Bangladesh, Canada, Colombia, and México |
Quelle | In: Journal of Peace Education, 14 (2017) 3, S.282-309 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1740 0201 |
DOI | 10.1080/17400201.2017.1365698 |
Schlagwörter | Peace; Teaching Methods; Conflict; Civil Rights; Social Studies; Foreign Countries; History Instruction; Violence; Comparative Analysis; Comparative Education; Armed Forces; Nationalism; Governance; Citizen Participation; Curriculum; Citizenship Education; Elementary Secondary Education; Qualitative Research; Mexico; Colombia; Canada; Bangladesh Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Konflikt; Bürgerrechte; Grundrechte; Zivilrecht; Gemeinschaftskunde; Ausland; History lessons; Geschichtsunterricht; Gewalt; Vergleichende Erziehungswissenschaft; Military; Militär; Nationalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Curricula; Lehrplan; Rahmenplan; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Qualitative Forschung; Mexiko; Kolumbien; Kanada; Bangladesch |
Abstract | Public education is one influence on how young people learn to navigate social conflicts and to contribute to building democratic peace, including their sense of hope or powerlessness. Social studies curricula, in particular, introduce core concerns, geographies, governance and civil society, and participation skills and norms. History education narratives frame identity, (dis)trust or peaceful coexistence, and provide exemplars of how social conflicts and injustice have been handled in the past. To shed light on these peacebuilding and peace-blocking choices, this paper examines government-sanctioned social studies and history curricula in contrasting contexts of violent conflict and peace: Bangladesh, Colombia, México, and (Ontario) Canada. Our comparative analysis shows how these official curricula (de)normalize violence and militarism, present national identities as hegemonic/exclusive or plural/inclusive, and create opportunities for teaching/learning peacebuilding citizenship competencies such as conflict dialog, human rights awareness, and engagement in collective processes of civil society and governance. (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 | 2020/1/01 |