000			04289cam a2200457Ii 4500
001			BRILL9789463002479
003			nllekb
005			20260610105529.0
007			cr un uuuua
008			190403s2016 gw sb 001 0 eng d
020			_a9789463002479 _q(electronic book)
020			_z9789463002462 _q(print)
024	7		_a10.1007/978-94-6300-247-9 _2DOI
035			_a(OCoLC)936353114
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aJZ5534
072		7	_aEDU _x000000 _2bisacsh
072		7	_aJN _2bicssc
082	0	4	_a327.1/720971 _223
100	1		_aParker, Christina, _eauthor.
245	1	0	_aPeacebuilding, Citizenship, and Identity : _bEmpowering Conflict and Dialogue in Multicultural Classrooms / _cChristina Parker.
264		1	_aLeiden, _aBoston : _bBrill | Sense, _c2016.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aTransnational Migration and Education; _vv. 2
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references and index.
505	0	0	_aPreliminary Material -- Why Peacebuilding Education? -- Conflict and Diversity in Democratic Classrooms -- Building Classroom Climate: What Norms and Pedagogies Support and Impede Dialogue? -- Identity Connections: Conflictual Issues across Time, Space, and Culture -- Implicit and Explicit Conflict and Diversity Learning Experiences -- Conflict, Diversity, and the Inclusion of Student Voices -- Towards an Integrative Approach to Peacebuilding Education -- Methodology -- References -- About the Author -- Index.
506			_aAvailable to subscribing member institutions only.
520			_aAs communities around the world continue to attract international immigrants, schools have become centers for learning how to engage with people’s multiple ethnic and cultural origins. Ethnocultural minority immigrant students carry diverse histories and perspectives—which can serve as resources for critical reflection about social conflicts. These students’ identities need to be included in the curriculum so that diversity and conflictual issues can be openly discussed. Immigrant children embody the many issues confronting today’s youth in a global, transnational, and interconnected world. Drawing on in-depth empirical case studies, this book explores the classroom experiences of these children. Varying in social and cultural capital, they contend with social and cultural conflict influenced not only by global politics and familial prejudices, but also by structural exclusion in Western curricula. In democratic peacebuilding education, diverse students express divergent points of view in open, inclusive dialogue. Negotiating their multiple identities, such children develop skills for managing and responding to that conflict, thereby acquiring tools to challenge dominant hegemonic systems of oppression and control later in life. In vivid classroom depictions, the reader learns of many outcomes: Young, quiet, and marginalized voices were heard. Dialogic pedagogies encouraged cooperation among students and strengthened class communities. What is more, the implicit and explicit curricula implemented in these diverse classrooms served to shape how students interpreted democracy in multicultural Canada. The diverse experiences of the young people and teachers in this book illuminate the innermost landscapes of multicultural classrooms, providing deep insight into the social and cultural challenges and opportunities that ethnocultural minority children experience at school.
650		0	_aPeace-building _xStudy and teaching _zCanada.
650		0	_aCitizenship _xStudy and teaching _zCanada.
650		0	_aMulticultural education _zCanada.
776	0	8	_iPrint version: _tPeacebuilding, Citizenship, and Identity: Empowering Conflict and Dialogue in Multicultural Classrooms _dLeiden, Boston : Brill | Sense, 2016, _z9789463002462
830		0	_aTransnational Migration and Education _v2.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6300-247-9
999			_c38947 _d38947