Addressing Canada’s Truth and Reconciliation Commission for Indigenous Peoples through Religious Literacy and Spirituality: Unexpected pathways to peace education

Chan, W. Y. Alice; Akanmori, Harriet; Parker, Christina

doi:10.32865/fire201951135

Cited by 3 publications

(2 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…60-61) (see also Kwok & Selman, 2017). For instance, one pre-post comparison showed that a world religions course reduced inter-group intolerance (discussed in Chan, Akanmori, & Parker, 2019). This is consistent with the theories and findings of large-scale international citizenship education research (Diazgranados-Ferráns & Sandoval-Hernández, 2017;Haste, Bermudez, & Carretaro, 2017;Schulz, Ainley, Fraillon, Kerr, & Losito, 2010).…”

Section: Values Education For What Kind Of Social Cohesion?supporting

confidence: 69%

Impeding or Enriching Education for Just Peace? Teachers' Implemented Curricula in Mexico, Bangladesh, and Canada

Bickmore¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

What is the relationship between teaching toward shared values and engaging with the social differences and inequality conflicts at the heart of social cohesion challenges, in different cultural settings? This paper compares the ways some teachers represented social differences relevant in their contexts, and endeavored to foster peaceful social relations across those differences, in part by teaching cultural, moral and religious values. The settings were ordinary school subject lessons in state schools in economically marginalized urban contexts-in three countries neither divided nor recently at war but experiencing local violence. Teachers volunteered to participate because they felt concern about peace and/or citizenship goals, but did not consider themselves to be peace educators. In Bangladesh, participating teachers taught the moral precepts and exemplary narratives of Islam-for instance, that it is immoral to treat women disrespectfully and moral to materially aid the poor-and a national enmity narrative in relation to Pakistan. In México, the teachers taught abstract values principles linked to interpersonal behavior-for instance, respect, honesty, and solidarity-and a national narrative of mestizaje (seamlessly blended indigenous and European origins). In Canada, the teachers taught multicultural awareness and individual character to 'make a difference,' and narrated a peaceful 'nation of immigrants.' Within each context, a few curriculum excerpts linked social cohesion values with participatory or equality dimensions of democracy, whereas in other excerpts the values were presented in generic, unidimensional ways. Comparing these curriculum choices for teaching social cohesion values in contrasting contexts-as compliant tolerance and accommodation that would not rock the boat, or as democratic justice foundations for sustainable peace-makes visible alternative comprehensive or narrow approaches to value-laden education for building peace.Social cohesion is generally imagined through what it is not: war, intolerant aggression (extremism) or intractable social division (Altier, Christian, & Horgan, 2014;Ercan, 2017;Macdonald, 2016;Mattsson & Säljö, 2018). Thus, social cohesion is roughly equivalent to what Galtung (1969) called negative peace, meaning absence of direct violence. Galtung's point, still relevant to today's social cohesion efforts, is that the achievement of such (symptomatic) peace requires social transformation processes for redressing the causes of un-peace-the social injustices and accompanying beliefs that fuel and legitimize direct physical violence, and vis versa (Galtung, 1990). Theories of action differ: what are those social processes for achieving and sustaining peace?Often, social cohesion efforts may be operationalized as securitization, emphasizing assimilation and compliance (Ford, 2017;Novelli, 2011). Discourses may over-emphasize individual responsibility (culpability, and inculcation of governmentality) for peace and justice violations, rather than

show abstract

Section: Values Education For What Kind Of Social Cohesion?supporting

confidence: 69%

Impeding or Enriching Education for Just Peace? Teachers' Implemented Curricula in Mexico, Bangladesh, and Canada

Bickmore¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

show abstract

“…The current study examined whether children with autism spectrum disorder (AS) believed in the immutability of species, maintaining that loss was remunerated for by repopulation, with more advanced species coming either from elsewhere or by acts of "special creation". Although these acts could be seen as being in harmony with simultaneous religious beliefs, there was a disinclination to accept that God would allow any of his creations to die out (Chan et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Science and Religion: Students' Views and Understanding on Evolutionary Concepts

Timilsena¹,

Devkota²

2022

AMC J.

View full text Add to dashboard Cite

This study was carried out to explore the connection between science and religion especially focused on students' views and understanding of evolutionary concepts of biology at the secondary level. To find out the students' views and understanding of evolutionary concepts in connection with science and religion, a mixed-method design was used consisting of 50 participants of five secondary schools in Kathmandu Metropolitan City. The random sampling method was used for student selection while purposive sampling was used for schools selection. A five-point Liker scale, concept understanding inventory, and interview guideline tools were developed. The tools were validated for the collection of data. Thus, the gathered data were analyzed through descriptive statistics and thematic explanation. From the analysis, it was found that religion and science are continued debatable subjects in philosophy and theology till now. It also provides a philosophical analysis of how they interrelate with each other. The majority understanding of students has been found to be in conflict, science supportive, religion supportive, coalition, contrast, and supplementary views between science and religion towards evolutionary biology. This study concludes that students have common sense, content and nature of science, non-science, and dialect-based misleading as well as corrected understanding about evolutionary biology. Thus, the creationism concept of evolution should be included in the science curriculum to achieve a better understanding of the evolutionary concept.

show abstract

Conversations: Yulia Nesterova and W. Y. Alice Chan discuss religious literacy

Chan,

Nesterova

2023

Diaspora, Indigenous, and Minority Education

View full text Add to dashboard Cite

Addressing Canada’s Truth and Reconciliation Commission for Indigenous Peoples through Religious Literacy and Spirituality: Unexpected pathways to peace education

Cited by 3 publications

References 22 publications

Impeding or Enriching Education for Just Peace? Teachers' Implemented Curricula in Mexico, Bangladesh, and Canada

Impeding or Enriching Education for Just Peace? Teachers' Implemented Curricula in Mexico, Bangladesh, and Canada

Science and Religion: Students' Views and Understanding on Evolutionary Concepts

Conversations: Yulia Nesterova and W. Y. Alice Chan discuss religious literacy

Contact Info

Product

Resources

About