Affiliation:
1. 0000000121572938OISE-University of Toronto
Abstract
This article presents a six-session course the author developed as an integral part of a doctoral research to explore two small groups of teachers’ initial understandings of democratic peacebuilding citizenship through eliciting their narratives of practice and their emerging
understandings after voluntarily participating in this non-formal professional learning initiative. Another aim of the study was to explore how their involvement in the course facilitated their own professional learning. Teacher participants were from different private schools in two relatively
contrasting contexts, one in the Greater Cairo Area in Egypt and one in the Greater Toronto Area in Canada. This course sets an exemplary participatory approach to inform future research in teacher professional learning for democratic peacebuilding citizenship education in post-conflict zones,
societies transitioning out of violent conflict and relatively democratic societies.
Reference57 articles.
1. Arab Spring and teacher professional development in Egypt,2016
2. Dialogic pedagogies in educational settings for active citizenship, social cohesion and peacebuilding in Lebanon;Education, Citizenship & Social Justice,2016
3. Teaching for democracy in post-Arab Spring: Challenges and opportunities,2016
4. Food for thought: The trajectories of democratic peace-building citizenship education;Citizenship Teaching & Learning,2019
5. Teachers’ narratives of pedagogical practices: To educate for democratic peace in Egypt and in Canada;South African Journal of Higher Education,2020
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献