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E-raamat: Educating for Peace through Countering Violence: Strategies in Curriculum and Instruction

Edited by (Independent Educational Researcher and Consultant, USA), Edited by (Kathmandu University, Nepal)
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This book advances knowledge about the implementation of peace and non-violence strategies in education that counter violence. Addressing both hidden and direct violence, it examines the harm to wellbeing and learning through a unique exploration of the role of teachers, and confronts the roots of violence in educational settings. Presenting and critiquing a range of pedagogical tools, case examples, and research, it examines how various methods can be used for identifying and proactively responding to conflicts such as injustice, discrimination, and prejudice, among others. Contributors present case studies from a range of global contexts and offer cutting-edge research on the applications of these resources, and how they contextualize peace education. An essential read for educators, teacher educators and peace scholars, it crucially offers pathways for confronting and healing from violence in both formal and informal sites of education.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Section I. Violence Responses through Relational and Mindful Education.
1. Introduction.
2. Imagining Relational Ontologies for Education Amidst
Ricocheting (non) Violence: Notes from Vancouver, Canada.
3. Embodied
Universal Peace: Curriculum Theory and Buddhist Intersubjective Contemplative
Inquiry. Section II: Cross-Cultural Education Countering Violence.
4.
Creating an Intercultural Peace Education Course with High Ability Teenagers
from Different Backgrounds and World Regions.
5. Utilizing Multicultural
Read-Alouds in the USA to Support Empathy Development.
6. Inter-Religious
Dialogue Pedagogy for Teaching Peace Education in Uganda.
7. Ethnopedagogy:
Exploring Peaceful Traditions of Indonesias Sundanese Indigenous
Communities. Section III: Countering Violence in Responsive Education.
8.
Memorials as Sites for Peace Education: The John Hope Franklin Reconciliation
Park in the USA.
9. Families Discourse in Polarized Societies: Talking About
Violence with Their Children in Catalonia.
10. Conflict Coaching in the
United Kingdom: Youth Leading a Transformative Approach to Conflict.
11.
Decolonizing an English as an Additional Language Curriculum: Addressing
Cultural Violence in a Colombian School.
12. A Holistic Approach to Peace
Education: Experiences of Putumayo, Colombia.
13. Adaptive Instruction: Peace
Education in Argentina During a Pandemic. Section IV: Pedagogies of
Transformative Hope.
14. Engaged Pedagogy for Hope: Dance Instruction to
Heal from Violence in South Africa.
15. Fostering the Hope of Distressed
African Americans in the USA: Culture, Arts, and Youth-Development
Strategies.
16. Conclusion.
Candice C. Carter is an educational researcher and consultant based in the USA.

Raj Kumar Dhungana is Visiting Faculty at Kathmandu University School of Education, Nepal.
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