@article{760747,
      author = {Parker, Christina,},
      url = {http://library.usi.edu/record/760747},
      title = {Peacebuilding, Citizenship, and Identity : Empowering  Conflict and Dialogue in Multicultural Classrooms /},
      abstract = {As communities around the world continue to attract  international immigrants, schools have become centers for  learning how to engage with peopleℓ́ℓs multiple ethnic  and cultural origins. Ethnocultural minority immigrant  students carry diverse histories and  perspectivesℓ́ℓwhich can serve as resources for  critical reflection about social conflicts. These  studentsℓ́ℓ identities need to be included in the  curriculum so that diversity and conflictual issues can be  openly discussed. Immigrant children embody the many issues  confronting todayℓ́ℓs youth in a global,  transnational, and interconnected world. Drawing on  in-depth empirical case studies, this book explores the  classroom experiences of these children. Varying in social  and cultural capital, they contend with social and cultural  conflict influenced not only by global politics and  familial prejudices, but also by structural exclusion in  Western curricula. In democratic peacebuilding education,  diverse students express divergent points of view in open,  inclusive dialogue. Negotiating their multiple identities,  such children develop skills for managing and responding to  that conflict, thereby acquiring tools to challenge  dominant hegemonic systems of oppression and control later  in life. In vivid classroom depictions, the reader learns  of many outcomes: Young, quiet, and marginalized voices  were heard. Dialogic pedagogies encouraged cooperation  among students and strengthened class communities. What is  more, the implicit and explicit curricula implemented in  these diverse classrooms served to shape how students  interpreted democracy in multicultural Canada. The diverse  experiences of the young people and teachers in this book  illuminate the innermost landscapes of multicultural  classrooms, providing deep insight into the social and  cultural challenges and opportunities that ethnocultural  minority children experience at school.},
      doi = {https://doi.org/10.1007/978-94-6300-247-9},
      recid = {760747},
      pages = {1 online resource (approximately 220 pages) },
}