Table Of ContentTeaching and Learning for
Comprehensive Citizenship
Ultimately concerned with how citizenship education for peace can be
enriched through interdisciplinary learning, this edited volume reveals the
role of peace education in global citizenship by illuminating instruction for
comprehensive citizenship.
A truly international collection, this volume offers timely insights from
countries including Argentina, Mexico, Spain, Canada, Bangladesh, Korea,
Zimbabwe, and Timor-Leste as it provides critical, in-depth analyses of
peace-oriented instruction in formal and informal settings. The text
illustrates how citizenship can be effectively developed on both a global
and a local level and discusses the practical learning opportunities that
can enact change through schools, nongovernmental organizations, and
community-wide civic actions with children, youth, adults, and families.
This text will appeal to academics and researchers involved in the feld of
international and comparative education and will be of interest to educators
and school leaders concerned with the role citizenship plays in the context
of teaching and learning.
Candice C. Carter is the Convener of the International Peace Research
Association’s Peace Education Commission. In addition to being an
administrator in universities, she founded and directed the Confict
Transformation Program at the University of North Florida, USA.
Routledge Research in International
and Comparative Education
This is a series that offers a global platform to engage scholars in continuous
academic debate on key challenges and the latest thinking on issues in the
fast-growing feld of International and Comparative Education.
Titles in the series include:
Japanese Schooling and Identity Investment Overseas
Exploring the Cultural Politics of “Japaneseness” in Singapore
Glenn Toh
Considering Inclusive Development across Global
Educational Contexts
How Critical and Progressive Movements can Inform Education
Christopher J. Johnstone
Blended and Online Learning for Global Citizenship
New Technologies and Opportunities for Intercultural Education
Edited by William J. Hunter and Roger Austin
The International Emergence of Educational Sciences
in the Post-World War Two Years
Quantifcation, Visualization, and Making Kinds of People
Edited by Thomas S. Popkewitz, Daniel Pettersson,
and Kai-Jung Hsiao
Teaching and Learning for Comprehensive Citizenship
Global Perspectives on Peace Education
Edited by Candice C. Carter
For more information about this series, please visit: www.routledge.
com/Routledge-Research-in-International-and-Comparative-Education/
book-series/RRICE
Teaching and Learning for
Comprehensive Citizenship
Global Perspectives on
Peace Education
Edited by
Candice C. Carter
First published 2021
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2021 selection and editorial matter, Candice C. Carter; individual
chapters, the contributors
The right of Candice C. Carter to be identifed as the author of the editorial
material, and of the authors for their individual chapters, has been asserted
in accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
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known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
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Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identifcation and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Carter, Candice C., 1953– editor.
Title: Teaching and learning for comprehensive citizenship : global
perspectives on peace education / Edited by Candice C. Carter.
Description: New York, NY : Routledge, 2021. | Series: Routledge research
in international comparative education | Includes bibliographical
references and index.
Identifers: LCCN 2020027705 | ISBN 9780367548049 (hardback) |
ISBN 9781003090663 (ebook)
Subjects: LCSH: Civics—Study and teaching—Cross cultural studies. |
Peace—Study and teaching—Cross cultural studies.
Classifcation: LCC LC1091 .T4162 2021 | DDC 372.83/044—dc23
LC record available at https://lccn.loc.gov/2020027705
ISBN: 978-0-367-54804-9 (hbk)
ISBN: 978-1-003-09066-3 (ebk)
Typeset in Sabon
by Apex CoVantage, LLC
Contents
List of Figures vii
List of Tables viii
Acknowledgments ix
About the Contributors x
1 Introduction: The Breadth of Comprehensive Citizenship 1
CANDICE C. CARTER
2 Bridging the Gap: Peace Education and the Ignatian
Pedagogical Paradigm in Post-Confict Timor-Leste 22
BRITTANY L. FRIED
3 Slow Peace and Citizenship: The Experience of One
Classroom Teacher in Canada 46
REVA JOSHEE AND SIMONE SHIRVELL
4 Children’s Views on Citizenship Education and Peace in
Catalan 58
MARIA-CARME BOQUÉ TORREMORELL, MONTSERRAT
ALGUACIL DE NICOLÁS, AND LAURA GARCÍA-RAGA
5 Beyond Violence and Abuse: Science Education as a Site
for the Construction of Peace 79
CAROLINA CASTANO RODRIGUEZ
6 Using the Capability Approach to Assess the Value of Ubuntu:
Comprehensive Citizenship in Zimbabwean Higher Education 95
TENDAYI MAROVAH
vi Contents
7 Teaching Values for Comprehensive Just Peace? Teachers
Curricula for Social Cohesion in Mexico, Bangladesh,
and Canada 114
KATHY BICKMORE AND AHMED SALEHIN KADERI
8 Healing the Korean Peninsula: Implementing Mindfulness as a
Form of Peace Education for North Korean Defectors in
South Korea 141
HYUNJI LIM
9 Conclusion 160
CANDICE C. CARTER
Name Index 166
Subject Index 173
Figures
2.1 Swee-Hin Toh’s Flower Petal Model for Peace Education 28
2.2 Relationship Among the Elements of the Ignatian
Pedagogical Paradigm 31
2.3 Peace Education and IPP Pedagogical Principle Matches 33
2.4 Peace Education and IPP Characteristic Matches 37
5.1 Subject Photograph 79
6.1 Ubuntuistic, Human Development, and Capability-Based
Citizenship Education 108
8.1 Responses to Survey 151
Tables
2.1 Peace Education and IPP Pedagogical Principle
Comparison 34
2.2 Peace Education and IPP Pedagogical Principle
Comparison With Supporting Quotes 35
2.3 Key Commonalities Between Peace Education and IPP
Pedagogical Principles at LJSS 36
2.4 Peace Education and IPP Characteristic Comparison With
Supporting Quotes 38
2.5 Key Commonalities Between Peace Education and IPP
Characteristics 39
4.1 Composition of Sample A (Schools) 60
4.2 Composition of Sample B (Pupils) 61
4.3 Schedule of Citizenship Education in Primary Education 63
4.4 School Projects Related to Citizenship Education 63
4.5 Reception of Citizenship Education in the School 65
4.6 Children’s Views on Citizenship Education (in Percentages) 66
4.7 Comparison of Means According to the Variable “Gender” 67
4.8 Comparison of Means According to the Variable
“School Grade When Pupils Take Citizenship Education” 68
4.9 Comparison of Means According to the Variable “Type of
School” 68
4.10 Percentages Within Each Category Identifed in Item 9 70
4.11 Percentages Within Each Category Identifed in Item 12 73
Acknowledgments
The contributors to this book worked during an exceptionally challenging
time in the world that was gripped by a pandemic. While they provided care
for many and sustained their pursuits in peace, education, and research,
their work in completion of this book never ceased. There is much appre-
ciation for the contributors and everyone who supported their work in the
research and writing that they did for this book.
