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On the shoulders of giants: Toward mainstreaming critical peace education in teacher education

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Abstract:

Though Bob never really retired, I was fortunate to learn with him in his “retiring” years at Indiana University. In 2001 in the aftermath of 9/11, Bob introduced me to the field of peace education as well as sociological theory in his Comparative and International Education and Sociology of Education courses. Bob’s work on literacy education in Nicaragua and my own work in the aftermath of war torn Nicaragua in 1993 was critical to my own "consciousness raising" and eventual connecting the dots among literacy education, development education, and alleviating various forms of direct and indirect violence (structural and cultural violence). Influenced by Bob’s teachings and “glocal” examination of how power operates to enable and constrain individual and group agency, I have focused my own scholarly efforts on blending critical social theory with peace education praxis. Critical peace education assumes that schools are not politically and culturally neutral enterprises. Critical peace education aims to generate conscious pre-service and in-service teachers who engage in socially transformative efforts to curb violent, oppressive attitudes, behaviors, knowledge paradigms, and social structures in U.S. public schools. Rather than status quo reproduction, critical peace education aims to empower educators as transformative change agents (Freire, 1973) who critically analyze race, class, and gender oppression alongside their students and who provide culturally responsive pedagogy, culturally inclusive curriculum, and fair assessment for diverse learners.

Author's Keywords:

Critical Theory
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494137_index.html
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MLA Citation:

Brantmeier, Edward. "On the shoulders of giants: Toward mainstreaming critical peace education in teacher education" 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/p494137_index.html>

APA Citation:

Brantmeier, E. "On the shoulders of giants: Toward mainstreaming critical peace education in teacher education" 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/p494137_index.html

Publication Type: Panel Paper
Abstract: Though Bob never really retired, I was fortunate to learn with him in his “retiring” years at Indiana University. In 2001 in the aftermath of 9/11, Bob introduced me to the field of peace education as well as sociological theory in his Comparative and International Education and Sociology of Education courses. Bob’s work on literacy education in Nicaragua and my own work in the aftermath of war torn Nicaragua in 1993 was critical to my own "consciousness raising" and eventual connecting the dots among literacy education, development education, and alleviating various forms of direct and indirect violence (structural and cultural violence). Influenced by Bob’s teachings and “glocal” examination of how power operates to enable and constrain individual and group agency, I have focused my own scholarly efforts on blending critical social theory with peace education praxis. Critical peace education assumes that schools are not politically and culturally neutral enterprises. Critical peace education aims to generate conscious pre-service and in-service teachers who engage in socially transformative efforts to curb violent, oppressive attitudes, behaviors, knowledge paradigms, and social structures in U.S. public schools. Rather than status quo reproduction, critical peace education aims to empower educators as transformative change agents (Freire, 1973) who critically analyze race, class, and gender oppression alongside their students and who provide culturally responsive pedagogy, culturally inclusive curriculum, and fair assessment for diverse learners.


Similar Titles:
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