Teachers' narratives of pedagogical practices: To educate for democratic peace in Egypt and in Canada
Abstract
Education for democratic peacebuilding citizenship includes four essential components: handling conflict, practising dialogue, recognizing diversity, and building a pedagogical community. Teachers can help one another to interpret, to learn, and to implement these pedagogical practice dimensions, in order to equip their students with democratic agency and values to participate in peacebuilding social change. This comparative case study research examines how two groups of private school teachers ‒ four in the Greater Cairo area and three in the Greater Toronto area ‒voluntarily embarked on two journeys of non-formal professional learning to improve their teaching for democratic peace. The researcher developed and facilitated a six-session collaborative, reflective dialogic professional learning course for democratic peacebuilding, and studied each group of teachers’ pedagogical practices.
Downloads
References
Apple, M. 1979/2004. Ideology and curriculum. In The hidden curriculum and the nature of conflict (Chapter 5), 77‒97. New York: Routledge.
Awad, Y. R. 2019. Food for thought: The trajectories of democratic peace-building citizenship education. Citizenship Teaching & Learning 14(3): 347‒363.
Bickmore, K. 2005. Teacher development for conflict participation: Facilitating learning for “difficult citizenship” education. International Journal of Citizenship and Teacher Education 1(2): 2–14.
Bickmore, K. 2008. Education for conflict resolution and peacebuilding in plural societies: Approaches from around the world. In Comparative and international education: Issues for teachers, ed. Karen Mundy, Kathy Bickmore, Ruth Hayhoe, Katherine Madjidi and Meggan Madden, 249‒272. Toronto and New York: Canadian Scholars Press and Teachers College Press.
Bickmore, K. 2011. Keeping, making and building peace in school. Social Education 75(1): 40‒44.
Bickmore, K. 2012. Peacebuilding dialogue as democratic education: Conflictual issues, restorative problem-solving, and student diversity in classrooms. In Debates in citizenship education, ed. James Arthur and Hilary Cremin, 115‒131. Routledge.
Bickmore, K. 2014. Peace-building dialogue pedagogies in Canadian classrooms. Curriculum Inquiry 44(4 September): 553‒582.
Bickmore, K. and C. Parker. 2014. Constructive conflict talk in classrooms: Divergent approaches to addressing divergent perspectives. Theory and Research in Social Education 42(4): 291‒335.
Bickmore, K. 2015. Incorporating peace-building citizenship dialogue in classroom curricula: Contrasting cases of Canadian teacher development. In Building democracy in education on diversity, ed. Régis Malet and Suzanne Majhanovich, 17‒39. Rotterdam, Netherlands: Sense Publishers.
Campbell, D. E. 2008. Voice in the classroom: How open classroom climate fosters political engagement among adolescents. Political Behavior 30(4): 432–454.
Davies, L. 2005. Teaching about conflict through citizenship education. International Journal of Citizenship and Teacher Education 1(2): 17‒34.
Davies, L. 2014. Interrupting extremism by creating educative turbulence. Curriculum Inquiry 44(4).
Feinberg, W. 2006. For goodness sake: Religious schools and education for democratic citizenry (Social theory, education and cultural change). New York, NY: Routledge.
Galtung, J. 1969. Violence, peace, and peace research. Journal of Peace Research 6(3): 167‒191.
Gill, S. and U. Niens. 2014. Education as humanisation: A theoretical review on the role of dialogic pedagogy in peacebuilding education. Compare: A Journal of Comparative and International Education 44(1): 10‒31.
Ginsburg, M. B. and S. Kamat. 2009. The orientations of teachers. In International handbook of research on teachers and teaching, Volume 21, ed. Saha J. Lawrence and A. Gary Dworkin, 231‒241. Springer International Handbooks of Education.
Giroux, H. A. and P. McLaren. 1986. Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review 56(3): 213‒239.
Hahn, C. 2010. Comparative civic education research: What we know and what we need to know. Citizenship Teaching and Learning 6(1): 5‒23.
Hahn, C. 2016. Pedagogy in citizenship education research: A comparative perspective. Citizenship Teaching & Learning 11(2): 121‒137.
Harris, R. 2005. Unlocking the learning potential in peer mediation: An evaluation of peer mediator modeling and disputant learning. Conflict Resolution Quarterly 23(2): 141‒164.
Hess, D. and P. Avery. 2008. Discussion of controversial issues as a form and goal of democratic education. In Sage handbook of education for citizenship and democracy, ed. J. Arthur, I. Davies and C. Hahn, 506‒518.
Johnson, D. and R. Johnson. 2009. Energizing learning: The instructional power of conflict. Educational Researcher 38(1, January): 37‒51.
Jones, T. S. 2004. Conflict resolution education: The field, the findings, and the future. Conflict Resolution Quarterly 22(1‒2): 233‒267.
King, J. 2009. Teaching and learning about controversial issues: Lessons from Northern Ireland. Theory & Research in Social Education 37(2): 215‒246.
Ladson-Billings, G. 1995. But that is just good teaching! The case for culturally relevant pedagogy. Theory into Practice 34(3): 159‒165.
Ladson-Billings, G. 2014. Culturally relevant pedagogy 2.0: a.k.a The Remix. Harvard Educational Review 84(1): 74‒83.
Lambourne, W. 2004. Post-conflict peacebuilding: Meeting human needs for justice and reconciliation. Peace, Conflict and Development (4): 1–24.
Lederach, J. P. 2003/2005. Conflict transformation. In Beyond intractability, ed. Guy Burgess and Heidi Burgess. Conflict Research Consortium, University of Colorado, Boulder, Colorado, USA. http://www.beyondintractability.org/essay/transformation/
Lederach, J. P. 2006. Defining conflict transformation. Peacework 33(368): 26‒27.
Levy, B. L. M., B. G. Solomon and L. Collet-Gildard. 2016. Fostering political interest among youth during the 2012 presidential election: Instructional opportunities and challenges in a swing state. Educational Researcher 45(9): 483–495.
Levy, B. L. M., L. Collet-Gildard and T. C. Owenby. 2017. Generating dynamic democratic discussions: An analysis of teaching with U.S. presidential debates. The Social Studies 108(2): 39‒54.
Maiese, M. 2003. Peacebuilding. Beyond intractability, ed. Guy Burgess and Heidi Burgess. Conflict Information Consortium, University of Colorado, Boulder.
http://www.beyondintractability.org/ essay/peacebuilding
Nagda, B. R. A. and P. Gurin. 2007. Intergroup dialogue: A critical-dialogue approach to learning about difference, inequality, and social justice. New Directions for Teaching and Learning 2007(111): 35‒45.
Smith, O. R. 2008. The paradox of trust in online collaborative groups. Distance Education 29(3): 325‒340.
Sprague, J. 1992. Critical perspectives on teacher empowerment. Communication Education 41(2): 181‒203.
Thobani, S. 2007. Exalted subjects: Studies in the making of race and nation in Canada. Toronto: University of Toronto Press.
Vaandering, D. 2014. Relational restorative justice pedagogy in educator professional development. Curriculum Inquiry 44(4).
Wong, K., R. Remin, R. Love, R. Aldred, P. Ralph and C. Cook. 2013. Building pedagogical community in the classroom. Christian Higher Education 12(4): 282–295.
This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.
Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.
A copy of the authors' publishers version may also be hosted on the following websites:
- Non-commercial personal homepage or blog.
- Institutional webpage.
- Authors Institutional Repository.
The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI. Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.
Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository SUNScholar.
Articles as a whole, may not be re-published with another journal.
The following license applies:
Attribution CC BY-NC-ND 4.0