Peace and Pedagogy Primer
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Adult & Continuing Education, Philosophy & Social Aspects
| Author: | Molly Quinn | ISBN: | 9781454192244 |
| Publisher: | Peter Lang | Publication: | April 1, 2012 |
| Imprint: | Peter Lang Inc., International Academic Publishers | Language: | English |
| Author: | Molly Quinn |
| ISBN: | 9781454192244 |
| Publisher: | Peter Lang |
| Publication: | April 1, 2012 |
| Imprint: | Peter Lang Inc., International Academic Publishers |
| Language: | English |
What makes for peace as lived? What images of peace issue from examination of daily experience? What can be gleaned from reflection upon the topic for the meanings and makings of peace in our world? Considering that to work for peace, we must begin with ourselves and with our children, Molly Quinn addresses these questions through her own life and work. She does so with those who would, and do, teach children, and with the children they teach. The text is rooted in inquiry with aspiring elementary teachers through a university social studies course in New York City, where East Harlem first-graders engage peace curriculum, and in the South Bronx, where fourth-graders attempt to understand and respond to neighborhood violence. The author seeks to elucidate educational possibilities for dreaming peace anew, and passionately living and laboring, singularly and together, for its realization among us.
What makes for peace as lived? What images of peace issue from examination of daily experience? What can be gleaned from reflection upon the topic for the meanings and makings of peace in our world? Considering that to work for peace, we must begin with ourselves and with our children, Molly Quinn addresses these questions through her own life and work. She does so with those who would, and do, teach children, and with the children they teach. The text is rooted in inquiry with aspiring elementary teachers through a university social studies course in New York City, where East Harlem first-graders engage peace curriculum, and in the South Bronx, where fourth-graders attempt to understand and respond to neighborhood violence. The author seeks to elucidate educational possibilities for dreaming peace anew, and passionately living and laboring, singularly and together, for its realization among us.
