Teaching Peace through Picture Books in a Third-Grade Classroom

Autor/in	Seban, Demet
Titel	Teaching Peace through Picture Books in a Third-Grade Classroom
Quelle	In: Intercultural Education, 22 (2011) 1, S.115-120 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
Schlagwörter	Childrens Literature; Picture Books; Democracy; Peace; Foreign Countries; Teaching Methods; Prevention; Conflict; International Organizations; Armed Forces; Terrorism; Native Language; English (Second Language); Stereotypes; Critical Thinking; Student Attitudes; Grade 3; Elementary School Students; Turkey + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Picture book; Bilderbuch; Demokratie; Frieden; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Prävention; Vorbeugung; Konflikt; International organisation; International organisations; International organization; Internationale Organisation; Military; Militär; Terrorismus; English as second language; English; Second Language; Englisch als Zweitsprache; Klischee; Kritisches Denken; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; Türkei
Abstract	In 2000, UNESCO declared a mission for peace named the International Decade for a Culture of Peace and Non-violence for the Children of the World (2001-2010). The "culture of peace" was defined as a set of "values, attitudes and behaviours ... that reject violence and endeavour to prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation" (UN Resolutions 1997, 1). In addition, several other world organizations were giving priority to peace education; mass military action against terrorism was taking place in and around the country (Turkey), forcing educators to work toward ensuring that individuals and groups live together harmoniously in a peaceful and democratic society. In this article, the author wanted to portray children's literature as containing powerful material for peace education programs. He also wanted to encourage teachers whose mother tongue is not English to explore books in their native language for teaching about peace. In places where the curriculum is highly structured, and studying different aspects of peace is not included at all class levels, picture books can be selected purposefully by teachers for reading. This will allow teachers to create the space to teach the complex knowledge of peace-keeping, peace-making, and peace-building strategies. Through critical examination of these selected books, children may have a chance to challenge widely accepted stereotypes, values, and perspectives, which they may not have been able to think about elsewhere. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10