Examining social political contexts in teacher preparation in Palestine

Nasser, Ilham; Wong, Shelley

doi:10.1080/10476210.2012.739600

Cited by 6 publications

(3 citation statements)

References 41 publications

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“…That diversity enrichment of curriculum and instruction adds its relevancy, conveys positive regard, enhances inter-cultural understanding, and expands cross-cultural skills in a course (Gay, 2013;Ragoonaden& Mueller, 2017). Contextual responsiveness, which is a foundation of peace education, also increases curriculum relevancy with experiential learning about the current matters in the lives of the learners (Haavelsrud& Stenberg, 2012;Nasser & Wong, 2013;Torres-Harding et al 2018). Collaborative learning, with the course instructor, peers, campus and community members, as well as distant partners in inquiry and praxis strengthens crucial relationships for peace-building, enhances the collective influence of the participants in praxis, and establishes cooperation as a mode of civic engagement (Jones et al, 2014).…”

Section: Standards For Peace Education and A Case For Support To Teac...mentioning

confidence: 99%

(PDF) Peace and Education

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2023

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Peace is a deliberate, hard to make, at times 'impossible' choice; it's not something that simply 'happens'. It's the responsibility of all, not the duty of a few. The most effective way to instil this knowledge in an ever-conflicted world is undoubtedly to include Peace Studies in the curriculum.Efforts at introducing Peace Education (PE) began in 1945 with the UNESCO declaring that "since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed". Peace Education was contended to be the only means to create and sustain a long-term change in the thought and action of future generations which could possibly result in the absence of violence and the presence of social justice. PE was therefore designed to cultivate the knowledge, skills, attitudes, norms and behaviours conducive to the emergence and sustenance of peace, and also to aid the creating of systems that would actualize non-violence, non-discrimination, social justice, environmental care and sustainable development. The scope of PE later on widened to incorporate Gender Studies, Human Rights Education, International Relations, Non-violence Studies, Culture Studies, Disarmament Studies, Environmental Studies and such other programmes. The efficiency and the impact of Peace Education interventions in schools and institutions of higher learning have been widely assessed and they have proven to result in decreased violence as well as improved attitudes and cooperation among pupils.However, there is a conceptual dilemma of Peace Education which is most consequential, and which needs to be critiqued. Quite a number of theories of peace use conflict as their point of departure and the absence of violence as their dominant objective. By setting "conflict" at the crux of theories of peace and "conflict management" as its supreme goal, Peace Studies has moved away from its primary objectives which are -to explore the nature of peace as well as the possibilities of peace building; to give sufficient attention to the nurturing of the inherent capacities of citizens, organizations, communities, civil societies and governments, not just to prevent violence but to form harmonious relationships; to build a civilisation of peace-just and peaceful, diverse and united, benevolent and prosperous, environmentally healthy and technologically advanced, knowledge rich and morally strong.The present issue of Samyukta has two major sections -(1) Peace Education -that is, education or the teaching/learning of peace related material, and (2) Education for peace, which is a holistic way of education which aims at instilling the notion of peace among individuals, communities and countries. We have included articles on the theoretical conceptualisation of Peace Education as well as the practice of it like transformative education and practical diversity, from all parts of the world.The purpose of this issue is to incite reflection on the very nature of peace as well as to the various approaches to Peace Studies; to suggest new directions ...

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Section: Standards For Peace Education and A Case For Support To Teac...mentioning

confidence: 99%

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“…What does it mean to claim for the ‘professional’ teacher a degree of knowledge when so much that passes for knowledge in the field is both continually contested and regularly becomes apparently obsolete, especially as a result of technological changes? What does it mean to think about the contributions of the language teacher to societies when so many are in conflict or in a state of war (Bekerman & Zembylas, ; Hayes, , Nasser & Wong, )? And, finally, what does it mean to be a language teacher in the age of globalization in places where young people do not have direct access to transglobal networks and mobility or move out of necessity rather than choice (Hawkins, )?…”

Section: New Challenges Perennial Issuesmentioning

confidence: 99%

Re‐Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice

Kubanyiova

Crookes

2016

The Modern Language Journal

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This article lays out the proposition that the rapid changes in 21st‐century society, in which multilingualism is the norm, have presented new challenges, questions, and resources with regard to the roles, tasks, and contributions of language teachers. In line with recent research developments and in keeping with tradition, we believe it helpful to think of language teachers’ broader identity role as that of moral agent. We examine implications that such a re‐envisioning has for the knowledge base of language teachers and for the purposes and practices of language teacher education and professional development. Drawing on research in language teacher education, language teacher cognition, second language acquisition, and applied linguistics more broadly, we highlight the need to go beyond traditional notions of teachers’ knowledge of language, language learning, and language learners. We also subject to critical scrutiny the notions of effective pedagogies and reflective practice as the desired outcomes of language teacher preparation and development. Instead, we introduce critical alternatives that offer creative possibilities for educating teachers able and willing to serve student populations with diverse language learning needs across interlinguistic, sociopolitical, and historical contexts of language teaching.

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Standards for Peace Education and a Case for Support to Teachers in Facilitation

Carter¹

2021

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The need for policy support and guidelines for teachers to provide contextually responsive instruction with competencies of conflict management and peace building has increased with escalating instances of regional and global conflicts. Across the United States, the lack of supports for such teaching has led to increased harm in response to conflicts that students must learn to manage and transform. There is an evident desire for peace education, which has found expression in several states in the U.S. where teachers do provide such instruction. Teachers, however, need training and a responsive administration to do that. Yet, there has been scanty support for peace education in teacher education programmes. Such programmes adhere to policies, research recommendations, and guidelines that contain instructional standards but do not include plans for a responsive pedagogy. This paper addresses that issue and provides a response to it. Educational researchers from different parts of the world who have identified the lack of standards for peace education in various regions collaborated in the production of this needed resource. Their research and development of interdependent components of student learning, teacher preparation, and school administration that influence peace-oriented education have helped formulate standards for students, teachers, teacher-educators, and school administrators. This discussion includes the standards that those researchers prescribed for teachers of peace education. Policy makers and school administrators can use those standards to facilitate instruction in the competencies of peace development.

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Examining social political contexts in teacher preparation in Palestine

Cited by 6 publications

References 41 publications

(PDF) Peace and Education

(PDF) Peace and Education

Re‐Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice

Standards for Peace Education and a Case for Support to Teachers in Facilitation

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