Peace and Pedagogy Primer (Peter Lang Primer)

✍ Scribed by Molly Quinn

• Publisher: Peter Lang Inc., International Academic Publishers
• Year: 2014
• Tongue: English
• Leaves: 181
• Edition: New
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Cover
Contents
Illustrations
Acknowledgments
Chapter 1 Picturing Peace: A Beginning
Beginning with Me: Problem-Posing for Pedagogical Studies in Peace
I/Eye on Peace & Subjectivity: Want of Peace, Wanting Peace,Want of Wanting Peace
Promoting Peace Pedagogically? / Politics, Plurality, and the Presence of Tension
Beginning with Children, through Those Who Teach Them: Toward Picturing Peace Pedagogically
Chapter 2 Why “Picturing Peace”?
On Purpose, Passion, and the Power of Imagination
Frames on, Frame-“works” for Picturing Peace: A Peace Pursuit Project Portrait
“Picturing Peace”
Chapter 3 On Re-Imagining Peace, in Portraiture
The Eye/I of Peace Dreams: Imagination, Experience, and Subjectivity
Nature
People
Animals
Peace Places (Beyond Nature) and Objects Supporting Peace Presence Therein
Symbols of Peace as Symbols
Picturing Peace’s Opposite and Other Eyes/I’s on Possibilities for Portraying Peace
Chapter 4 A Word Worth a Thousand Pictures
Peace, Subjectively Lived, Experienced, Defined
Peace as Temporally, Sensuous-ly, Engaged Experience—Experienced Consciously
Of Being, “In Time”
Of the Optimal and Affirmative
Of a Sense of “With-ness”
Calling for an Ethics of Responsibility in a World in Want of Peace
The I/Eye in Inquiry—Subjective Source of Peace and of Pedagogy
Chapter 5 On the Way of/to Peace
Re-Viewing Pedagogical Possibility and Praxis
Teach Who You Are/Be Peace With Students
Community as Curriculum and Person-Centered Pedagogy
Teaching Peace, Actually, and Practices for Peace
Re-Voicing Pedagogical Possibility and Praxis
“Take time to practice peacemaking.”/ “Work up your toolbox for peace.”
“That your questions are worth something is big”
Chapter 6 Seeking Peace through Children’s Eyes
Designing Dialogue with Children around Depictions of Peace and Violence
I got excited about peace because…I am really good at peace,I am a peacemaker!
“My inquiry class…working on what might cause violence…Ways we might stop [it]”
Chapter 7 On Re-Imagining Peace and Pedagogies for Peace
On Being and Becoming Peace, Pedagogically
Peace, Pedagogy, and Self: Becoming “A Person Who Is a Person”
Consciously Cultivating Subjects of Peace and Personhood
Mind Matters in Matters of Peace and Pedagogy for Peace
Peace, Pedagogy, and Other(s): Becoming “A Person Who Is a Person through Others”
Embracing the Need for Love, to Love, and the “Unity of Life”
A Matter of the Heart: On Peace, Love, and Understanding
Peace, Pedagogy and the World:The Responsibility of Being Fully Human
Reimaging Peace, and Pedagogically: “Whole, Bright, Deep with Understanding”
Bibliography
Index