Citation

Conflict dialogue for intercultural citizenship education: Teacher development and curriculum

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Abstract:

Democratic citizenship education scholarship frequently advocates dialogue and deliberation pedagogies addressing questions of social diversity and conflict (Bickmore 2008, Davies 2004, Hahn 2010, Hess & Avery 2008, King, 2009, Parker 2006). However, such strategies are rarely implemented in North American classrooms, especially those serving non-affluent diverse student populations (also Hemmings 2000, Kahne & Middaugh 2008, Sears & Hughes 2006, Simon 2001). One important element of reversing barriers to implementing such democratic dialogue in classrooms is teacher professional development (Bickmore 2005, Donnelly & Hughes 2006, Torney-Purta et al 2005).
This paper, drawn from a larger study, examines four teacher development cases, and one grade 7/8 classroom associated with one of those sites. Through analysis of observations and interviews, the paper examines contrasting ways teachers were taught to use conflict dialogue with diverse students, and factors that impede or enable implementation. Preliminary data suggest that, while these educators were facilitating some conflict dialogue, little of it addressed sensitive or identity-linked issues. Instead, educators tended to engage students in activities intended as preparation for conflict dialogue, without actually facilitating much exchange of disagreeing views. The paper reviews some pedagogical strategies, such as role-plays and circles, that educator participants did use successfully to engage diverse students in difficult dialogue activities with liberatory potential.

Author's Keywords:

Intercultural Citizenship Education, Conflict Dialogue
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492772_index.html
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MLA Citation:

Bickmore, Kathy., Parker, Christina. and Larsen, Shannon. "Conflict dialogue for intercultural citizenship education: Teacher development and curriculum" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492772_index.html>

APA Citation:

Bickmore, K. , Parker, C. and Larsen, S. "Conflict dialogue for intercultural citizenship education: Teacher development and curriculum" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492772_index.html

Publication Type: Panel Paper
Abstract: Democratic citizenship education scholarship frequently advocates dialogue and deliberation pedagogies addressing questions of social diversity and conflict (Bickmore 2008, Davies 2004, Hahn 2010, Hess & Avery 2008, King, 2009, Parker 2006). However, such strategies are rarely implemented in North American classrooms, especially those serving non-affluent diverse student populations (also Hemmings 2000, Kahne & Middaugh 2008, Sears & Hughes 2006, Simon 2001). One important element of reversing barriers to implementing such democratic dialogue in classrooms is teacher professional development (Bickmore 2005, Donnelly & Hughes 2006, Torney-Purta et al 2005).
This paper, drawn from a larger study, examines four teacher development cases, and one grade 7/8 classroom associated with one of those sites. Through analysis of observations and interviews, the paper examines contrasting ways teachers were taught to use conflict dialogue with diverse students, and factors that impede or enable implementation. Preliminary data suggest that, while these educators were facilitating some conflict dialogue, little of it addressed sensitive or identity-linked issues. Instead, educators tended to engage students in activities intended as preparation for conflict dialogue, without actually facilitating much exchange of disagreeing views. The paper reviews some pedagogical strategies, such as role-plays and circles, that educator participants did use successfully to engage diverse students in difficult dialogue activities with liberatory potential.


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