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Format: 1 online resource.

ISBN: 9781003383468 , 1003383467 , 9781000995466 , 1000995461 , 9781000995435 , 1000995437

Series Statement: Routledge research in international and comparative education

Content: "This book advances knowledge about the implementation of peace and non-violence strategies in education that counter violence. Addressing both hidden and direct violence, it examines the harm to wellbeing and learning through a unique exploration of the role of teachers and confronts the roots of violence in educational settings. Presenting and critiquing a range of pedagogical tools, case examples, and research, it examines how various methods can be used for identifying and proactively responding to conflicts such as injustice, discrimination, and prejudice, among others. Contributors present case studies from a range of global contexts and offer cutting edge research on the applications of these resources, and how they contextualize peace education. An essential read for educators, teacher educators and peace scholars, it crucially offers pathways for confronting and healing from violence in both formal and informal sites of education"--

Note: Section I: violence responses through relational and mindful education -- Introduction / Candice C. Carter and Raj Kumar Dhungana -- Imagining relational ontologies for education amidst ricocheting (non) -- Violence: notes from Vancouver, Canada / Silas Krabbe -- Embodied universal peace: curriculum theory and Buddhist intersubjective -- Contemplative inquiry / Jin Jr. Shi -- Section II: cross-cultural education countering violence -- Creating an intercultural peace education course with high ability teenagers from different backgrounds and world regions / Kristen Seward and Bekir Akce -- Utilizing multicultural read-alouds in the USA to support empathy development / Linda Gordon -- Inter-religious dialogue pedagogy for teaching peace education in Uganda / Simon Masiga -- Ethnopedagogy: exploring peaceful traditions of Indonesia's Sundanese Indigenous communities / Ilfiandra and Mohamad Saripudin -- Section III: countering violence in responsive education -- memorials as sites for peace education: The John Hope Franklin Reconciliation Park in the USA / Lucy E. Bailey and Amanda Kingston -- Families' discourse in polarized societies: talking about violence with their children in Catalonia / Maria-Carme Boqué Torremorell, Montserrat Alguacil de Nicolás, Laura García-Raga, Maria-Dolors, Ribalta Alcalde, and Íngrid Sala-Bars -- Conflict coaching in the United Kingdom: youth leading a transformative approach to conflict / Donna-Marie Fry, Jenny Owen, Josiah Lenton, and Rob Unwin -- Decolonizing an English as an additional language curriculum: addressing cultural violence in a Colombian school / Carolina Castaño Rodriguez and Esther Bettney -- A holistic approach to peace educational: experiences of Putumayo, Colombia / Yesid Paez Cubides -- Adaptive instruction: peace education in Argentina during a pandemic / María Teresa Barrios, Melina Coll, Luciana Rodini, Ornella Uberti, and Eliana Irene Martínez -- Section IV: pedagogies of transformative hope -- "Engaged pedagogy for hope": dance instruction to heal from violence in South Africa / Lliane Loots -- Fostering the hope of distressed African Americans in the USA: culture, arts, and youth-development strategies / Sheryl Evans Davis.

Additional Edition: Print version: Educating for peace through countering violence New York : Routledge, 2024 ISBN 9781032464046

Language: English

DOI: 10.4324/9781003383468

URL: https://www.taylorfrancis.com/books/9781003383468

URL: kostenfrei

URL: kostenfrei

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (xvii, 220 pages) : , illustrations.

ISBN: 9781003227380 , 1003227384 , 9781000592092 , 100059209X

Series Statement: Routledge research in arts education

Content: "This volume illustrates how theatre arts can be used to enact peace education by showcasing the use of theatrical techniques including storytelling, testimonial and forum theatre, political humor, and arts-based pedagogy in diverse formal and non-formal educational contexts across age groups. The text presents and discusses how the use of applied theatre, especially in conflict-affected areas, can be used as an educational response to cultural and structural violence for transformation of relations, healing, and praxis as local and global peacebuilding. Crucially, it bridges performing arts and peace education, the latter of which is unfolding in schools and their communities worldwide. With contributors from countries including Northern Ireland, Denmark, Norway, the USA, Mexico, Japan, the Philippines, Pakistan, Burundi, Kenya, and South Africa, the authors identify theoretical and technical aspects of theatrical performance which support peace through transformation along with embodied and sensorial learning. This book will appeal to scholars and students with interests in teacher education, arts-based learning, peace studies, and applied theatre that considers practice with child, adolescent, and adult learners"--

Additional Edition: Print version: Educating for peace through theatrical arts New York : Routledge, 2022 ISBN 9781032130477

Language: English

Keywords: Electronic books.

URL: https://www.taylorfrancis.com/books/9781003227380

URL: lizenzpflichtig

UID:

Format: 1 online resource (341 pages)

Edition: 1st ed.

ISBN: 9781000995435

Series Statement: Routledge Research in International and Comparative Education Series

Content: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Acknowledgments -- About the Editors -- About the Contributors -- Part I: Violence Responses through Relational and Mindful Education -- Chapter 1: Introduction -- Introduction -- Overview of Chapters -- References -- Chapter 2: Imagining Relational Ontologies for Education amidst Ricocheting (non)Violence: Notes from Vancouver, Canada -- Conceptualizing Education and Pedagogy alongside a Relational Ontological Imagination -- Autoethnographic Reflection for Imaginative Practice -- Resultant Considerations -- Conclusion -- Notes -- References -- Appendix -- Chapter 3: Embodied Universal Peace: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Methodology: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Intrascape -- Intrascape to Interscape -- Intrascape Reconsidered -- Intrascape-Interscape Expanded -- Interscape -- Intrascape-Interscape Redux -- Interscape Expanded -- Conclusion -- Note -- References -- Appendix -- Part II: Cross-Cultural Education Countering Violence -- Chapter 4: Creating an Intercultural Peace Education Course Online with Devised Theatre for High-Ability Teenagers of Different Backgrounds and World Regions -- Teenagers with High Ability -- The Summer Academic Enrichment Camp -- Intercultural Education -- Devised Theatre -- Conceptual Understandings of an Online Culture of Peace using Devised Theatre -- Building Cultures of Peace with Students with HA through Devised Theatre -- Pedagogical Considerations Relevant for Instructors and Curriculum Developers -- The Course as Process and Product -- Course Goals and Learning Outcomes -- Specific Peace Education Standards for Students -- Using Devised Theatre Techniques in an Online Classroom.

Note: Description based on publisher supplied metadata and other sources

Additional Edition: ISBN 9781032468259

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9781032468259

Language: English

URL: lizenzpflichtig

URL: View this content on Open Research Library.

UID:

Format: XVII, 220 Seiten , Illustrationen

Edition: 1. Auflage

ISBN: 9781032130477 , 9781032130507

Content: "This volume illustrates how theatre arts can be used to enact peace education by showcasing the use of theatrical techniques including storytelling, testimonial and forum theatre, political humor, and arts-based pedagogy in diverse formal and non-formal educational contexts across age groups. The text presents and discusses how the use of applied theatre, especially in conflict-affected areas, can be used as an educational response to cultural and structural violence for transformation of relations, healing, and praxis as local and global peacebuilding. Crucially, it bridges performing arts and peace education, the latter of which is unfolding in schools and their communities worldwide. With contributors from countries including Northern Ireland, Denmark, Norway, the USA, Mexico, Japan, the Philippines, Pakistan, Burundi, Kenya, and South Africa, the authors identify theoretical and technical aspects of theatrical performance which support peace through transformation along with embodied and sensorial learning. This book will appeal to scholars and students with interests in teacher education, arts-based learning, peace studies, and applied theatre that considers practice with child, adolescent, and adult learners"--

Note: Includes bibliographical references and index

Additional Edition: ISBN 9781003227380

Additional Edition: ISBN 9781003227380

Additional Edition: Erscheint auch als Online-Ausgabe Educating for peace through theatrical arts New York : Routledge, 2022

Additional Edition: Erscheint auch als Online-Ausgabe Educating for peace through theatrical arts Abingdon, Oxon : Routledge, Taylor & Francis Group, 2022 ISBN 9781003227380

Additional Edition: ISBN 1003227384

Additional Edition: ISBN 9781000592191

Additional Edition: ISBN 1000592197

Additional Edition: ISBN 9781000592092

Additional Edition: ISBN 100059209X

Language: English

UID:

Format: 1 online resource (178 pages) : , illustrations

ISBN: 9781000246339 , 1000246337 , 1000246213 , 9781003090663 , 1003090664 , 9781000246216

Series Statement: Routledge Research in International and Comparative Education ; [4]

Content: "Ultimately concerned with how citizenship education for peace can be enriched through interdisciplinary learning, this edited volume reveals the role of peace education in global citizenship by illuminating instruction for comprehensive citizenship."--

Additional Edition: Print version: ISBN 0367548046

Additional Edition: ISBN 9780367548049

Language: English

Keywords: Electronic books. ; Electronic books. ; Cross-cultural studies.

DOI: 10.4324/9781003090663.

URL: https://www.taylorfrancis.com/books/9781003090663

UID:

Format: 1 Online-Ressource (341 p.)

ISBN: 9781003383468 , 9781032464046 , 9781000995466

Series Statement: Routledge Research in International and Comparative Education

Content: This book advances knowledge about the implementation of peace and non-violence strategies in education that counter violence. Addressing both hidden and direct violence, it examines the harm to wellbeing and learning through a unique exploration of the role of teachers, and confronts the roots of violence in educational settings. Presenting and critiquing a range of pedagogical tools, case examples, and research, it examines how various methods can be used for identifying and proactively responding to conflicts such as injustice, discrimination, and prejudice, among others. Contributors present case studies from a range of global contexts and offer cutting-edge research on the applications of these resources, and how they contextualize peace education. An essential read for educators, teacher educators and peace scholars, it crucially offers pathways for confronting and healing from violence in both formal and informal sites of education

Note: English

Language: English

URL: kostenfrei

UID:

Format: 1 online resource (xx, 320 pages) : , illustrations

Edition: First edition.

ISBN: 9781000995435

Additional Edition: Print version: Educating for peace through countering violence : strategies in curriculum and instruction. New York, NY : Routledge, c2024 ISBN 9781032468259

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: 1 online resource (341 pages)

Edition: First edition.

ISBN: 1-003-38346-7 , 1-000-99543-7

Series Statement: Routledge Research in International and Comparative Education Series

Note: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Acknowledgments -- About the Editors -- About the Contributors -- Part I: Violence Responses through Relational and Mindful Education -- Chapter 1: Introduction -- Introduction -- Overview of Chapters -- References -- Chapter 2: Imagining Relational Ontologies for Education amidst Ricocheting (non)Violence: Notes from Vancouver, Canada -- Conceptualizing Education and Pedagogy alongside a Relational Ontological Imagination -- Autoethnographic Reflection for Imaginative Practice -- Resultant Considerations -- Conclusion -- Notes -- References -- Appendix -- Chapter 3: Embodied Universal Peace: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Methodology: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Intrascape -- Intrascape to Interscape -- Intrascape Reconsidered -- Intrascape-Interscape Expanded -- Interscape -- Intrascape-Interscape Redux -- Interscape Expanded -- Conclusion -- Note -- References -- Appendix -- Part II: Cross-Cultural Education Countering Violence -- Chapter 4: Creating an Intercultural Peace Education Course Online with Devised Theatre for High-Ability Teenagers of Different Backgrounds and World Regions -- Teenagers with High Ability -- The Summer Academic Enrichment Camp -- Intercultural Education -- Devised Theatre -- Conceptual Understandings of an Online Culture of Peace using Devised Theatre -- Building Cultures of Peace with Students with HA through Devised Theatre -- Pedagogical Considerations Relevant for Instructors and Curriculum Developers -- The Course as Process and Product -- Course Goals and Learning Outcomes -- Specific Peace Education Standards for Students -- Using Devised Theatre Techniques in an Online Classroom. , Key Considerations Relevant for Instructor and Curriculum Developers -- Products and Measures of Growth -- New Knowledge Gained by Instructors while using Devised Theatre -- Note -- References -- Appendix -- Chapter 5: Utilizing Multicultural Read-Alouds in the USA to Support Empathy Development -- Action Research Methodology and Results -- Action Research -- Study Methodology and Results -- Read-Aloud as a Pedagogical Tool -- Book Selection -- Read-Aloud Technique -- Question Design -- The Discussion: A Living Work in Progress -- From Interactive Read-Aloud to Peace Education -- Conclusion -- Notes -- References -- Appendix -- Chapter 6: Inter-Religious Dialogue Pedagogy for Teaching Peace Education in Uganda -- Introduction -- Theory and Philosophy -- Methods -- Research Design and Approach -- Ethical Considerations -- Conceptualization of Religion, Peace, and a Culture of Peace -- Religion and Peace Education -- A Culture of Peace -- The Religious Nonviolent Texts -- Interfaith Dialogue: A Pedagogy for Peace Education -- Interfaith Dialogue and Peace Education -- Content of Interfaith Dialogue Pedagogy -- Methodology of Interfaith Dialogue Pedagogy -- Use of the Case Study Methodology -- Use of Storytelling Methodology -- Conclusion -- Key Informant Interviews with Stakeholders of IRCU -- Notes -- References -- Appendix -- Chapter 7: Ethnopedagogy: Exploring Peaceful Traditions of Indonesia's Sundanese Indigenous Communities -- Introduction -- The Context of the Study -- Method -- Findings -- We Are Only Puppets, and It Is God Who Has the Power: Harmony with God-Nature -- Be a Good Person: Harmony with Self -- Other People Are Our True Selves: Harmony with Others -- Strategy for Inheritance of Local Wisdom Values -- Discussion -- Regional Differences of Peace Values -- The Implication of Pedagogy of Peace. , Curriculum and Instruction from Sundanese Total Peace -- Conclusion -- Acknowledgment -- Note -- References -- Appendix -- Part III: Countering Violence in Responsive Education -- Chapter 8: Memorials as Sites for Peace Education: The John Hope Franklin Reconciliation Park in the USA -- Introduction -- Grounding Concepts and Scholarship -- Case Study Context -- Case Study Site -- Learning to Listen: Multisensory Engagement at Hope Plaza -- Lessons of Connection and Commoning -- Call to Action: Moving Pedagogies -- Contemplation and Application -- Notes -- References -- Appendix -- Chapter 9: Families' Discourse in Polarized Societies When Talking about Violence with Their Children in Catalonia -- Building Bridges in Polarized Societies -- Families' Share in Confronting Social Violence -- Conversations at Home Related to Violence Associated with Gender, Cultural Origin, Disability, and Bullying -- Objectives and Method -- Sample -- Instrument -- Design -- Results -- Discussion -- Conclusion -- Acknowledgment -- Note -- References -- Appendix -- Chapter 10: Conflict Coaching in the United Kingdom: Youth Leading a Transformative Approach to Conflict -- Introduction -- What Is Conflict Coaching? -- The History of Conflict Coaching -- Conflict Coaching: Key Approaches -- Comprehensive Coaching Model -- The CINERGY Method -- CAOS -- Conflict Coaching: Violence and Harm -- CRESST Conflict Coaching Approach -- The Role of Coaches -- Non-Violent Communication (NVC) -- Aims and Principles of CRESST Conflict Coaching -- Skills -- CRESST CC Methodology and Training -- CRESST Training -- Human Needs -- After Training -- Successful Implementation of Conflict Coaching in Schools -- Conclusion -- Note -- References -- Appendix -- Chapter 11: Decolonizing English as an Additional Language Curriculum: Addressing Cultural Violence in a Colombian School -- Introduction. , EAL in the Colombian Context: Postcolonialism and Structural Violence -- Start of the Journey: The Local Community -- PAR and Critical Theories: Countering Structural and Cultural Violence -- Capturing Vivencias : Listening the Voice of the Community -- Diverse Voices from the Community: Colonial Legacy and Transformation -- Rethinking EAL Curriculum for the Construction of Peace: The Beginnings of a Decolonizing Curriculum -- Final Remarks -- Note -- References -- Appendix -- Chapter 12: A Holistic Approach to Peace Education: Experiences of Putumayo, Colombia -- Introduction -- Conflict and Lack of Educational Opportunities -- Education: Widening the Perspectives -- Peacebuilding Education: Re-imagining and Conceptualizing Peace Locally -- Unfolding Peace through the People's Voice -- Unfolding Peace through the Recognition of Human Dignity -- Unfolding Peace through Materiality -- Conclusion -- Notes -- References -- Appendix -- Chapter 13: Adaptive Instruction: Peace Education in Argentina during a Pandemic -- Introduction -- Theoretical Framework -- Conflict and Violence -- Peace Education -- Popular Education -- Methodology -- Neighborhood Context -- CoPaz in Action -- Instructional Formats -- Literature Workshop -- Activities of the Literature Workshop -- Music Workshop -- Ludopedagogy Workshop -- Adaptation of CoPaz Activities to Distance Learning Mode -- Methodology for Distant Instruction -- Teaching Resources -- Multidisciplinary Activity-Based Peace Education in Addressing Multipoverty -- Conclusion -- Notes -- References -- Appendix -- Part IV: Pedagogies of Transformative Hope -- Chapter 14: "Engaged Pedagogy" with Hope: Dance Instruction to Heal from Violence in South Africa -- Framing Dance Instruction as Storytelling -- Engaging the Politics of the Everyday -- Dance as an Act of Peacebuilding in (South) Africa. , Methodologies of Enquiry -- FLATFOOT DANCE COMPANY -- Turning to Paulo Freire and bell hooks -- FLATFOOT's Living Democracy -- Facing Xenophobia in Durban - Narrating the Context of Our Program -- Changing the Narrative and Telling Different Embodied Stories -- Moving in the Dance Studio -- Some Concluding Thoughts That Open up More Discussion -- Notes -- References -- Chapter 15: Fostering the Hope of Distressed African-Americans in the USA: Culture, Arts, and Youth Development Strategies -- Introduction -- Methods -- Data Sources -- Participants -- Education -- Youth Development -- Instructional Strategies -- Conclusion -- Note -- References -- Appendix -- Chapter 16: Conclusion -- Note -- References -- Index.

Additional Edition: Print version: Carter, Candice C. Educating for Peace Through Countering Violence Milton : Taylor & Francis Group,c2023 ISBN 9781032468259

Language: English

UID:

Format: 1 online resource (341 pages)

Edition: First edition.

ISBN: 1-003-38346-7 , 1-000-99543-7

Series Statement: Routledge Research in International and Comparative Education Series

Note: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Acknowledgments -- About the Editors -- About the Contributors -- Part I: Violence Responses through Relational and Mindful Education -- Chapter 1: Introduction -- Introduction -- Overview of Chapters -- References -- Chapter 2: Imagining Relational Ontologies for Education amidst Ricocheting (non)Violence: Notes from Vancouver, Canada -- Conceptualizing Education and Pedagogy alongside a Relational Ontological Imagination -- Autoethnographic Reflection for Imaginative Practice -- Resultant Considerations -- Conclusion -- Notes -- References -- Appendix -- Chapter 3: Embodied Universal Peace: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Methodology: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Intrascape -- Intrascape to Interscape -- Intrascape Reconsidered -- Intrascape-Interscape Expanded -- Interscape -- Intrascape-Interscape Redux -- Interscape Expanded -- Conclusion -- Note -- References -- Appendix -- Part II: Cross-Cultural Education Countering Violence -- Chapter 4: Creating an Intercultural Peace Education Course Online with Devised Theatre for High-Ability Teenagers of Different Backgrounds and World Regions -- Teenagers with High Ability -- The Summer Academic Enrichment Camp -- Intercultural Education -- Devised Theatre -- Conceptual Understandings of an Online Culture of Peace using Devised Theatre -- Building Cultures of Peace with Students with HA through Devised Theatre -- Pedagogical Considerations Relevant for Instructors and Curriculum Developers -- The Course as Process and Product -- Course Goals and Learning Outcomes -- Specific Peace Education Standards for Students -- Using Devised Theatre Techniques in an Online Classroom. , Key Considerations Relevant for Instructor and Curriculum Developers -- Products and Measures of Growth -- New Knowledge Gained by Instructors while using Devised Theatre -- Note -- References -- Appendix -- Chapter 5: Utilizing Multicultural Read-Alouds in the USA to Support Empathy Development -- Action Research Methodology and Results -- Action Research -- Study Methodology and Results -- Read-Aloud as a Pedagogical Tool -- Book Selection -- Read-Aloud Technique -- Question Design -- The Discussion: A Living Work in Progress -- From Interactive Read-Aloud to Peace Education -- Conclusion -- Notes -- References -- Appendix -- Chapter 6: Inter-Religious Dialogue Pedagogy for Teaching Peace Education in Uganda -- Introduction -- Theory and Philosophy -- Methods -- Research Design and Approach -- Ethical Considerations -- Conceptualization of Religion, Peace, and a Culture of Peace -- Religion and Peace Education -- A Culture of Peace -- The Religious Nonviolent Texts -- Interfaith Dialogue: A Pedagogy for Peace Education -- Interfaith Dialogue and Peace Education -- Content of Interfaith Dialogue Pedagogy -- Methodology of Interfaith Dialogue Pedagogy -- Use of the Case Study Methodology -- Use of Storytelling Methodology -- Conclusion -- Key Informant Interviews with Stakeholders of IRCU -- Notes -- References -- Appendix -- Chapter 7: Ethnopedagogy: Exploring Peaceful Traditions of Indonesia's Sundanese Indigenous Communities -- Introduction -- The Context of the Study -- Method -- Findings -- We Are Only Puppets, and It Is God Who Has the Power: Harmony with God-Nature -- Be a Good Person: Harmony with Self -- Other People Are Our True Selves: Harmony with Others -- Strategy for Inheritance of Local Wisdom Values -- Discussion -- Regional Differences of Peace Values -- The Implication of Pedagogy of Peace. , Curriculum and Instruction from Sundanese Total Peace -- Conclusion -- Acknowledgment -- Note -- References -- Appendix -- Part III: Countering Violence in Responsive Education -- Chapter 8: Memorials as Sites for Peace Education: The John Hope Franklin Reconciliation Park in the USA -- Introduction -- Grounding Concepts and Scholarship -- Case Study Context -- Case Study Site -- Learning to Listen: Multisensory Engagement at Hope Plaza -- Lessons of Connection and Commoning -- Call to Action: Moving Pedagogies -- Contemplation and Application -- Notes -- References -- Appendix -- Chapter 9: Families' Discourse in Polarized Societies When Talking about Violence with Their Children in Catalonia -- Building Bridges in Polarized Societies -- Families' Share in Confronting Social Violence -- Conversations at Home Related to Violence Associated with Gender, Cultural Origin, Disability, and Bullying -- Objectives and Method -- Sample -- Instrument -- Design -- Results -- Discussion -- Conclusion -- Acknowledgment -- Note -- References -- Appendix -- Chapter 10: Conflict Coaching in the United Kingdom: Youth Leading a Transformative Approach to Conflict -- Introduction -- What Is Conflict Coaching? -- The History of Conflict Coaching -- Conflict Coaching: Key Approaches -- Comprehensive Coaching Model -- The CINERGY Method -- CAOS -- Conflict Coaching: Violence and Harm -- CRESST Conflict Coaching Approach -- The Role of Coaches -- Non-Violent Communication (NVC) -- Aims and Principles of CRESST Conflict Coaching -- Skills -- CRESST CC Methodology and Training -- CRESST Training -- Human Needs -- After Training -- Successful Implementation of Conflict Coaching in Schools -- Conclusion -- Note -- References -- Appendix -- Chapter 11: Decolonizing English as an Additional Language Curriculum: Addressing Cultural Violence in a Colombian School -- Introduction. , EAL in the Colombian Context: Postcolonialism and Structural Violence -- Start of the Journey: The Local Community -- PAR and Critical Theories: Countering Structural and Cultural Violence -- Capturing Vivencias : Listening the Voice of the Community -- Diverse Voices from the Community: Colonial Legacy and Transformation -- Rethinking EAL Curriculum for the Construction of Peace: The Beginnings of a Decolonizing Curriculum -- Final Remarks -- Note -- References -- Appendix -- Chapter 12: A Holistic Approach to Peace Education: Experiences of Putumayo, Colombia -- Introduction -- Conflict and Lack of Educational Opportunities -- Education: Widening the Perspectives -- Peacebuilding Education: Re-imagining and Conceptualizing Peace Locally -- Unfolding Peace through the People's Voice -- Unfolding Peace through the Recognition of Human Dignity -- Unfolding Peace through Materiality -- Conclusion -- Notes -- References -- Appendix -- Chapter 13: Adaptive Instruction: Peace Education in Argentina during a Pandemic -- Introduction -- Theoretical Framework -- Conflict and Violence -- Peace Education -- Popular Education -- Methodology -- Neighborhood Context -- CoPaz in Action -- Instructional Formats -- Literature Workshop -- Activities of the Literature Workshop -- Music Workshop -- Ludopedagogy Workshop -- Adaptation of CoPaz Activities to Distance Learning Mode -- Methodology for Distant Instruction -- Teaching Resources -- Multidisciplinary Activity-Based Peace Education in Addressing Multipoverty -- Conclusion -- Notes -- References -- Appendix -- Part IV: Pedagogies of Transformative Hope -- Chapter 14: "Engaged Pedagogy" with Hope: Dance Instruction to Heal from Violence in South Africa -- Framing Dance Instruction as Storytelling -- Engaging the Politics of the Everyday -- Dance as an Act of Peacebuilding in (South) Africa. , Methodologies of Enquiry -- FLATFOOT DANCE COMPANY -- Turning to Paulo Freire and bell hooks -- FLATFOOT's Living Democracy -- Facing Xenophobia in Durban - Narrating the Context of Our Program -- Changing the Narrative and Telling Different Embodied Stories -- Moving in the Dance Studio -- Some Concluding Thoughts That Open up More Discussion -- Notes -- References -- Chapter 15: Fostering the Hope of Distressed African-Americans in the USA: Culture, Arts, and Youth Development Strategies -- Introduction -- Methods -- Data Sources -- Participants -- Education -- Youth Development -- Instructional Strategies -- Conclusion -- Note -- References -- Appendix -- Chapter 16: Conclusion -- Note -- References -- Index.

Additional Edition: Print version: Carter, Candice C. Educating for Peace Through Countering Violence Milton : Taylor & Francis Group,c2023 ISBN 9781032468259

Language: English

UID:

Format: 1 online resource (341 pages)

Edition: First edition.

ISBN: 1-003-38346-7 , 1-000-99543-7

Series Statement: Routledge Research in International and Comparative Education Series

Note: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Acknowledgments -- About the Editors -- About the Contributors -- Part I: Violence Responses through Relational and Mindful Education -- Chapter 1: Introduction -- Introduction -- Overview of Chapters -- References -- Chapter 2: Imagining Relational Ontologies for Education amidst Ricocheting (non)Violence: Notes from Vancouver, Canada -- Conceptualizing Education and Pedagogy alongside a Relational Ontological Imagination -- Autoethnographic Reflection for Imaginative Practice -- Resultant Considerations -- Conclusion -- Notes -- References -- Appendix -- Chapter 3: Embodied Universal Peace: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Methodology: Curriculum Theory and Buddhist Intersubjective Contemplative Inquiry -- Intrascape -- Intrascape to Interscape -- Intrascape Reconsidered -- Intrascape-Interscape Expanded -- Interscape -- Intrascape-Interscape Redux -- Interscape Expanded -- Conclusion -- Note -- References -- Appendix -- Part II: Cross-Cultural Education Countering Violence -- Chapter 4: Creating an Intercultural Peace Education Course Online with Devised Theatre for High-Ability Teenagers of Different Backgrounds and World Regions -- Teenagers with High Ability -- The Summer Academic Enrichment Camp -- Intercultural Education -- Devised Theatre -- Conceptual Understandings of an Online Culture of Peace using Devised Theatre -- Building Cultures of Peace with Students with HA through Devised Theatre -- Pedagogical Considerations Relevant for Instructors and Curriculum Developers -- The Course as Process and Product -- Course Goals and Learning Outcomes -- Specific Peace Education Standards for Students -- Using Devised Theatre Techniques in an Online Classroom. , Key Considerations Relevant for Instructor and Curriculum Developers -- Products and Measures of Growth -- New Knowledge Gained by Instructors while using Devised Theatre -- Note -- References -- Appendix -- Chapter 5: Utilizing Multicultural Read-Alouds in the USA to Support Empathy Development -- Action Research Methodology and Results -- Action Research -- Study Methodology and Results -- Read-Aloud as a Pedagogical Tool -- Book Selection -- Read-Aloud Technique -- Question Design -- The Discussion: A Living Work in Progress -- From Interactive Read-Aloud to Peace Education -- Conclusion -- Notes -- References -- Appendix -- Chapter 6: Inter-Religious Dialogue Pedagogy for Teaching Peace Education in Uganda -- Introduction -- Theory and Philosophy -- Methods -- Research Design and Approach -- Ethical Considerations -- Conceptualization of Religion, Peace, and a Culture of Peace -- Religion and Peace Education -- A Culture of Peace -- The Religious Nonviolent Texts -- Interfaith Dialogue: A Pedagogy for Peace Education -- Interfaith Dialogue and Peace Education -- Content of Interfaith Dialogue Pedagogy -- Methodology of Interfaith Dialogue Pedagogy -- Use of the Case Study Methodology -- Use of Storytelling Methodology -- Conclusion -- Key Informant Interviews with Stakeholders of IRCU -- Notes -- References -- Appendix -- Chapter 7: Ethnopedagogy: Exploring Peaceful Traditions of Indonesia's Sundanese Indigenous Communities -- Introduction -- The Context of the Study -- Method -- Findings -- We Are Only Puppets, and It Is God Who Has the Power: Harmony with God-Nature -- Be a Good Person: Harmony with Self -- Other People Are Our True Selves: Harmony with Others -- Strategy for Inheritance of Local Wisdom Values -- Discussion -- Regional Differences of Peace Values -- The Implication of Pedagogy of Peace. , Curriculum and Instruction from Sundanese Total Peace -- Conclusion -- Acknowledgment -- Note -- References -- Appendix -- Part III: Countering Violence in Responsive Education -- Chapter 8: Memorials as Sites for Peace Education: The John Hope Franklin Reconciliation Park in the USA -- Introduction -- Grounding Concepts and Scholarship -- Case Study Context -- Case Study Site -- Learning to Listen: Multisensory Engagement at Hope Plaza -- Lessons of Connection and Commoning -- Call to Action: Moving Pedagogies -- Contemplation and Application -- Notes -- References -- Appendix -- Chapter 9: Families' Discourse in Polarized Societies When Talking about Violence with Their Children in Catalonia -- Building Bridges in Polarized Societies -- Families' Share in Confronting Social Violence -- Conversations at Home Related to Violence Associated with Gender, Cultural Origin, Disability, and Bullying -- Objectives and Method -- Sample -- Instrument -- Design -- Results -- Discussion -- Conclusion -- Acknowledgment -- Note -- References -- Appendix -- Chapter 10: Conflict Coaching in the United Kingdom: Youth Leading a Transformative Approach to Conflict -- Introduction -- What Is Conflict Coaching? -- The History of Conflict Coaching -- Conflict Coaching: Key Approaches -- Comprehensive Coaching Model -- The CINERGY Method -- CAOS -- Conflict Coaching: Violence and Harm -- CRESST Conflict Coaching Approach -- The Role of Coaches -- Non-Violent Communication (NVC) -- Aims and Principles of CRESST Conflict Coaching -- Skills -- CRESST CC Methodology and Training -- CRESST Training -- Human Needs -- After Training -- Successful Implementation of Conflict Coaching in Schools -- Conclusion -- Note -- References -- Appendix -- Chapter 11: Decolonizing English as an Additional Language Curriculum: Addressing Cultural Violence in a Colombian School -- Introduction. , EAL in the Colombian Context: Postcolonialism and Structural Violence -- Start of the Journey: The Local Community -- PAR and Critical Theories: Countering Structural and Cultural Violence -- Capturing Vivencias : Listening the Voice of the Community -- Diverse Voices from the Community: Colonial Legacy and Transformation -- Rethinking EAL Curriculum for the Construction of Peace: The Beginnings of a Decolonizing Curriculum -- Final Remarks -- Note -- References -- Appendix -- Chapter 12: A Holistic Approach to Peace Education: Experiences of Putumayo, Colombia -- Introduction -- Conflict and Lack of Educational Opportunities -- Education: Widening the Perspectives -- Peacebuilding Education: Re-imagining and Conceptualizing Peace Locally -- Unfolding Peace through the People's Voice -- Unfolding Peace through the Recognition of Human Dignity -- Unfolding Peace through Materiality -- Conclusion -- Notes -- References -- Appendix -- Chapter 13: Adaptive Instruction: Peace Education in Argentina during a Pandemic -- Introduction -- Theoretical Framework -- Conflict and Violence -- Peace Education -- Popular Education -- Methodology -- Neighborhood Context -- CoPaz in Action -- Instructional Formats -- Literature Workshop -- Activities of the Literature Workshop -- Music Workshop -- Ludopedagogy Workshop -- Adaptation of CoPaz Activities to Distance Learning Mode -- Methodology for Distant Instruction -- Teaching Resources -- Multidisciplinary Activity-Based Peace Education in Addressing Multipoverty -- Conclusion -- Notes -- References -- Appendix -- Part IV: Pedagogies of Transformative Hope -- Chapter 14: "Engaged Pedagogy" with Hope: Dance Instruction to Heal from Violence in South Africa -- Framing Dance Instruction as Storytelling -- Engaging the Politics of the Everyday -- Dance as an Act of Peacebuilding in (South) Africa. , Methodologies of Enquiry -- FLATFOOT DANCE COMPANY -- Turning to Paulo Freire and bell hooks -- FLATFOOT's Living Democracy -- Facing Xenophobia in Durban - Narrating the Context of Our Program -- Changing the Narrative and Telling Different Embodied Stories -- Moving in the Dance Studio -- Some Concluding Thoughts That Open up More Discussion -- Notes -- References -- Chapter 15: Fostering the Hope of Distressed African-Americans in the USA: Culture, Arts, and Youth Development Strategies -- Introduction -- Methods -- Data Sources -- Participants -- Education -- Youth Development -- Instructional Strategies -- Conclusion -- Note -- References -- Appendix -- Chapter 16: Conclusion -- Note -- References -- Index.

Additional Edition: Print version: Carter, Candice C. Educating for Peace Through Countering Violence Milton : Taylor & Francis Group,c2023 ISBN 9781032468259

Language: English