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.
A truly international collection, this volume offers timely insights from countries including Argentina, Mexico, Spain, Canada, Bangaldesh, Korea, Zimbabwe, and Timor Leste as it provides critical, in-depth analyses of peace-oriented instruction in formal and informal settings. The text illustrates how citizenship can be effectively developed on both a global and a local level, and discusses the practical learning opportunities that can enact change through schools, nongovernmental organizations, and community-wide civic actions with children, youth, adults, and families.
This text will appeal to academics and researchers involved in the field of international and comparative education and will be of interest to educators and school leaders concerned with the role citizenship plays in the context of teaching and learning.
Table of Contents
List of Figures vii
List of Tables viii
About the Contributors x
1 Introduction: The Breadth of Comprehensive Citizenship
Candice C. Carter
2. Bridging the Gap: Peace Education and the Ignatian Pedagogical Paradigm in Post-Conflict Timor-Leste
Brittany L. Fried
3 Slow Peace and Citizenship: The Experience of One Classroom Teacher in Canada
Reva Joshee and Simone Shirvell
4 Children’s Views on Citizenship and Peace in Catalan
Maria-Carme Boqué Torremorell, Montserrat Alguacil de Nicolàs, and Laura García-Raga
5 Beyond Violence and Abuse: Science Education as a Site for Construction of Peace
Carolina Castano Rodriguez
6 Using the Capability Approach to Assess the Value of Ubuntu: Comprehensive Citizenship in Zimbabwean Higher Education
7 Teaching Values for Comprehensive Just Peace? Teachers Curricula for Social Cohesion in México, Bangladesh, and Canada
Kathy Bickmore and Ahmed Salehin Kaderi
8 Healing the Korean Peninsula: Implementing Mindfulness as a Form of Peace Education for North Korean Defectors in South Korea
Candice C. Carter is the Convener of the International Peace Research Association’s Peace Education Commission. In addition to being an administrator in universities, she founded and directed the Conflict Transformation Program at the University of North Florida, USA.