Pedagogical Tools for Peacebuilding Education: Engaging and Empathizing With Diverse Perspectives in Multicultural Elementary Classrooms

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

“…As the public school becomes a site of inherent political contention, teachers may choose to shy away from addressing complicated conflictual and contentious issues, leaving students to resolve interpersonal conflicts that arise from different cultural misunderstandings by themselves. Teachers are more likely to avoid inviting discussion on conflicting perspectives, instead choosing to play it safe by sticking to the dominant, prescribed curriculum, which, invariably, does not reflect the perspectives of minority groups (Parker, 2016b). As a result, instead of creating an environment that facilitates critical reflection on contesting beliefs to foster a deeper understanding of the "other", they close the doors to opportunities for deeper learning (Houser, 1996).…”

“…In a study with racialized students in Ontario, Parker (2016b) found that when teachers acknowledged power dynamics within the curriculum and explicitly integrated perspectives from the diverse cultural knowledge representing students in the class, these students made relevant connections to their own identities and to their peers, which enhanced learning within their socio-political context. Without consciously creating these opportunities for sharing diverse viewpoints, classroom activities, and discussions, teachers could lose the potential to encourage tolerance for diverse and dissenting viewpoints, and risk further marginalizing or silencing ethno-cultural or religious minority students.…”

Bullying in The Age of The Wall: Trump and the digital radicalisation towards Latino students in the US

“…One of those efforts stands in the establishment of peace education dynamics (Brantmeier, 2007). It is necessary to increase tolerance, reduce prejudices, stereotypes, and misconceptions to reinforce the communal identity (Parker, 2016). But to understand that creating a peaceful environment to all students, in school and cyberspace, is a shared responsibility.…”

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

“…Currently, although there are limits to the effective implementation of restorative approaches in the classroom, research has shown that, when done well, such practices can successfully ameliorate conflict and promote inclusion (González et al, 2019). In education, including and beyond restorative justice practices, students in marginalised positions often struggle to have their voices heard and understood (Ladson-Billings, 2004;Parker, 2016b;Skiba et al, 2002). Even within restorative schools, racist practices can still flourish (Lustick, 2017).…”