國立高雄大學圖資館 |

Language: English

Back

Teaching peace and conflictthe multiple roles of school textbooks in peacebuilding /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching peace and conflictedited by Catherine Vanner, Spogmai Akseer, Thursica Kovinthan Levi.
Reminder of title:	the multiple roles of school textbooks in peacebuilding /
other author:	Vanner, Catherine.
Published:	Cham :Springer International Publishing :2022.
Description:	xiv, 205 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	PeaceStudy and teaching.
Online resource:	https://doi.org/10.1007/978-3-031-04676-6
ISBN:	9783031046766$q(electronic bk.)

Teaching peace and conflictthe multiple roles of school textbooks in peacebuilding /
Teaching peace and conflictthe multiple roles of school textbooks in peacebuilding /[electronic resource] :edited by Catherine Vanner, Spogmai Akseer, Thursica Kovinthan Levi. - Cham :Springer International Publishing :2022. - xiv, 205 p. :ill., digital ;24 cm.

Chapter 1. Introduction: The Intersecting Roles of Education in Conflict -- Part 1: Democratic Values And Processes -- Chapter 2. From Peace Agreement to Textbook: Education Content for Peacebuilding in Burundi Post-War -- Chapter 3. Musharraf's Enlightened Moderation: How Education Escalates Conflict in Pakistan Despite Attempted Transformation -- Chapter 4. The Multiple and Intersecting Roles of Civics Textbooks in Conflict-Affected Sri Lanka -- Part 2: Equality And Inequality -- Chapter 5. A Post-9/11 Analysis of Civic Education Textbooks Used in Public Schools in Afghanistan -- Chapter 6. Reproducing Inequalities Through Social Studies Textbooks in Afghanistan -- Chapter 7. Reproducing Gender Identity in Jordanian Civic Education Textbooks -- Part 3: Historical Narratives And Competing Truths -- Chapter 8. No Textbooks, No Peace? Historical Narratives in South Sudan -- Chapter 9. South Sudanese Primary School Textbooks: Transforming and Reinforcing Conflict -- Chapter 10. Textbook Politics: Education in Post-Conflict Bosnia and Herzegovina -- Chapter 11. Conclusion: Mobilizing Textbooks for an Equitable Future.

This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicating that the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict.

ISBN: 9783031046766$q(electronic bk.)

Standard No.: 10.1007/978-3-031-04676-6doiSubjects--Topical Terms:

462771
Peace
--Study and teaching.

LC Class. No.: LC1091 / .T43 2022

Dewey Class. No.: 303.66071

Teaching peace and conflictthe multiple roles of school textbooks in peacebuilding /
LDR:03425nmm a2200361 a 4500 001 625773
003 DE-He213
005 20220614160835.0
006 m d
007 cr nn 008maaau
008 230109s2022 sz s 0 eng d
020 $a 9783031046766$q(electronic bk.)
020 $a 9783031046759$q(paper)
024 7 $a 10.1007/978-3-031-04676-6 $2 doi
035 $a 978-3-031-04676-6
040 $a GP $c GP
041 0 $a eng
050 4 $a LC1091 $b .T43 2022
072 7 $a JNF $2 bicssc
072 7 $a JPVH1 $2 bicssc
072 7 $a EDU034000 $2 bisacsh
072 7 $a JNF $2 thema
072 7 $a JPVC $2 thema
082 0 4 $a 303.66071 $2 23
090 $a LC1091 $b .T253 2022
245 0 0 $a Teaching peace and conflict $h [electronic resource] : $b the multiple roles of school textbooks in peacebuilding / $c edited by Catherine Vanner, Spogmai Akseer, Thursica Kovinthan Levi.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a xiv, 205 p. : $b ill., digital ; $c 24 cm.
338 $a online resource $b cr $2 rdacarrier
505 0 $a Chapter 1. Introduction: The Intersecting Roles of Education in Conflict -- Part 1: Democratic Values And Processes -- Chapter 2. From Peace Agreement to Textbook: Education Content for Peacebuilding in Burundi Post-War -- Chapter 3. Musharraf's Enlightened Moderation: How Education Escalates Conflict in Pakistan Despite Attempted Transformation -- Chapter 4. The Multiple and Intersecting Roles of Civics Textbooks in Conflict-Affected Sri Lanka -- Part 2: Equality And Inequality -- Chapter 5. A Post-9/11 Analysis of Civic Education Textbooks Used in Public Schools in Afghanistan -- Chapter 6. Reproducing Inequalities Through Social Studies Textbooks in Afghanistan -- Chapter 7. Reproducing Gender Identity in Jordanian Civic Education Textbooks -- Part 3: Historical Narratives And Competing Truths -- Chapter 8. No Textbooks, No Peace? Historical Narratives in South Sudan -- Chapter 9. South Sudanese Primary School Textbooks: Transforming and Reinforcing Conflict -- Chapter 10. Textbook Politics: Education in Post-Conflict Bosnia and Herzegovina -- Chapter 11. Conclusion: Mobilizing Textbooks for an Equitable Future.
520 $a This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicating that the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict.
650 0 $a Peace $x Study and teaching. $3 462771
650 0 $a Textbooks $x Social aspects. $3 929337
650 0 $a Textbooks $x Political aspects. $3 929338
650 1 4 $a Citizenship Education. $3 913187
650 2 4 $a Curriculum Studies. $3 274574
650 2 4 $a International and Comparative Education. $3 338769
650 2 4 $a Sociology of Education. $3 338784
650 2 4 $a Educational Policy and Politics. $3 308819
700 1 $a Vanner, Catherine. $3 929334
700 1 $a Akseer, Spogmai. $3 929335
700 1 $a Kovinthan Levi, Thursica. $3 929336
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-031-04676-6
950 $a Education (SpringerNature-41171)