Kooperativer Bibliotheksverbund

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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