Food for thought: The trajectories of democratic peace-building citizenship education

Q3 Social Sciences

Citizenship Teaching and Learning Pub Date : 2019-10-01 DOI:10.1386/ctl_00014_1

Yomna R. Awad

引用次数: 2

Abstract

Abstract The notions of democracy, peace-building and citizenship are all contested and multifaceted in the literature in terms of their meaning and their application in schools and other learning settings. This article is an attempt to explore the trajectories of democracy, peace-building and citizenship education in conflict zones, societies transitioning out of violent conflict and relatively democratic societies. After delving into the intersectionality of democracy, peace-building and citizenship education, the article highlights essential theoretical and practical peace-building citizenship approaches including education for humanization, human rights education, culturally relevant pedagogy and pedagogy of hope. In addition the author theorizes the components essential for the attainability of democratic peace-building citizenship education.

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发人深思:民主和平建设公民教育的轨迹

民主、和平建设和公民身份的概念在其含义和在学校和其他学习环境中的应用方面都是有争议的和多方面的。本文试图探讨冲突地区、从暴力冲突过渡的社会和相对民主的社会的民主、和平建设和公民教育的轨迹。在深入探讨民主、建设和平与公民教育的相互关系后，文章强调了建设和平公民教育的基本理论和实践方法，包括人性化教育、人权教育、文化相关教育学和希望教育学。此外，作者还从理论上阐述了实现民主和平建设公民教育的必要组成部分。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Citizenship Teaching and Learning Social Sciences-Social Sciences (all)

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Citizenship Teaching & Learning is published in partnership with the Children’s Identity and Citizenship in Europe Association (CiCea). Citizenship Teaching & Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It is a double-blind peer-reviewed journal that advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.