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ERIC Number: EJ1094155
Record Type: Journal
Publication Date: 2016
Pages: 37
Abstractor: As Provided
Reference Count: 94
ISBN: N/A
ISSN: ISSN-0093-3104
Pedagogical Tools for Peacebuilding Education: Engaging and Empathizing with Diverse Perspectives in Multicultural Elementary Classrooms
Parker, Christina
Theory and Research in Social Education, v44 n1 p104-140 2016
This qualitative study used classroom observations, teacher and student interviews, and document analysis to examine the degree to which peacebuilding dialogue processes were implemented in 3 elementary school classrooms and how diverse students, particularly newcomer immigrants, experienced these pedagogies. The study critically examines how ethnocultural minority immigrant students aged 9 to 13 responded to conflictual issues pedagogies and discussions and how such pedagogies facilitated inclusive spaces for all students to participate in the curricula. The study's results show that when content was explicitly linked to students' identities and experiences, opportunities for democratic peacebuilding inclusion increased. In this research, diverse students' classroom participation was influenced by various peacebuilding pedagogies, particularly when teachers engaged with conflictual issues in ways that encouraged students to develop acceptance and empathy for other perspectives. Using peacebuilding dialogue pedagogies to guide curriculum engagement with alternative viewpoints may contribute to diverse students' inclusion in the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)