Creating Capacities for Peacebuilding Citizenship: History and Social Studies Curricula in Bangladesh, Canada, Colombia, and México

Autor/inn/en	Bickmore, Kathy; Kaderi, Ahmed Salehin; Guerra-Sua, Ángela
Titel	Creating Capacities for Peacebuilding Citizenship: History and Social Studies Curricula in Bangladesh, Canada, Colombia, and México
Quelle	In: Journal of Peace Education, 14 (2017) 3, S.282-309 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740 0201
DOI	10.1080/17400201.2017.1365698
Schlagwörter	Peace; Teaching Methods; Conflict; Civil Rights; Social Studies; Foreign Countries; History Instruction; Violence; Comparative Analysis; Comparative Education; Armed Forces; Nationalism; Governance; Citizen Participation; Curriculum; Citizenship Education; Elementary Secondary Education; Qualitative Research; Mexico; Colombia; Canada; Bangladesh + Suchen Sie Ihr Suchwort? Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Konflikt; Bürgerrechte; Grundrechte; Zivilrecht; Gemeinschaftskunde; Ausland; History lessons; Geschichtsunterricht; Gewalt; Vergleichende Erziehungswissenschaft; Military; Militär; Nationalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Curricula; Lehrplan; Rahmenplan; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Qualitative Forschung; Mexiko; Kolumbien; Kanada; Bangladesch
Abstract	Public education is one influence on how young people learn to navigate social conflicts and to contribute to building democratic peace, including their sense of hope or powerlessness. Social studies curricula, in particular, introduce core concerns, geographies, governance and civil society, and participation skills and norms. History education narratives frame identity, (dis)trust or peaceful coexistence, and provide exemplars of how social conflicts and injustice have been handled in the past. To shed light on these peacebuilding and peace-blocking choices, this paper examines government-sanctioned social studies and history curricula in contrasting contexts of violent conflict and peace: Bangladesh, Colombia, México, and (Ontario) Canada. Our comparative analysis shows how these official curricula (de)normalize violence and militarism, present national identities as hegemonic/exclusive or plural/inclusive, and create opportunities for teaching/learning peacebuilding citizenship competencies such as conflict dialog, human rights awareness, and engagement in collective processes of civil society and governance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01