Building Democracy through Education on Diversity by Suzanne Majhanovich, Régis Malet (eds.)

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By Suzanne Majhanovich, Régis Malet (eds.)

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Thus reflection on 23 BICKMORE social identity differences and ‘othering’ was one way TE3 prepared teacher participants to talk about conflicts in history and contemporary society. On the first day, the TE3 facilitators required participants to locate themselves in a conflict and to take divergent perspectives, by physically taking a stand in relation to a school-based aggression scenario. 16). First, the facilitator (F8) asked participants to reflect individually: “What do you think she will do—join the in group, or take a stand?

Does race really matter? Secondary students’ construction of racial dialogue in the social studies. Theory and Research in Social Education, 32(4), 484-502. Johnson, David, & Johnson, Roger. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38(1), 37-51. Jones, Tricia. (2004). Conflict resolution education: The field, the findings, and the future. Conflict Resolution Quarterly, 22(1-2), 233-267. Kahne, Joseph, & Middaugh, Ellen. (2008, February). Democracy for some: The civic opportunity gap in high school.

Comparative Education, 42(4), 493-516. 36 INCORPORATING PEACE-BUILDING CITIZENSHIP DIALOGUE IN CLASSROOMS Dull, Laura, & Murrow, Sonia. (2008). Is dialogic questioning possible in social studies classrooms? Theory and Research in Social Education, 36(4), 391-412. Ellsworth, Elizabeth. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-322. Finley, Laura. (2003). How can I teach peace when the book only covers war?

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