التفاصيل البيبلوغرافية
| العنوان: |
DEMOCRATIC SOCIAL COHESION (ASSIMILATION)? REPRESENTATIONS OF SOCIAL CONFLICT IN CANADIAN PUBLIC SCHOOL CURRICULUM. |
| المؤلفون: |
Bickmore, Kathy |
| المصدر: |
Canadian Journal of Education / Revue Canadienne de l'Éducation; 2006, Vol. 29 Issue 2, p359-386, 28p |
| مصطلحات موضوعية: |
SOLIDARITY, SOCIAL cohesion, SOCIAL conflict, PUBLIC schools, CURRICULUM, INSTRUCTIONAL systems, MULTICULTURALISM, SOCIAL policy |
| مصطلحات جغرافية: |
CANADA |
| Abstract (English): |
This article examines the representation of conflict, diversity, peace, and justice issues in selected mandated curriculum guidelines, grades 1-10, for three Canadian provinces. These curricula, grounded in prevailing assumptions, reflect political will and influence resource availability for teaching. Prominent among them is a neutral discourse invoking Canadian ideals of multiculturalism that emphasizes harmony, marginalizes conflict and critical viewpoints, and presents injustices as past or virtually resolved. Because relatively little attention is given to actual instances of social conflict, violence, or marginalization, these curricula limit students' opportunities to practice with constructive democratic conflict and peacebuilding. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Cet article analyse la represéntation du conflit, de Ia diversité, de Ia paix et des questions de justice dans des programmes-cadres s'adressant aux élèves de la 1ère à Ia 10e arinée darts trois provinces canadiennes. Ces programmes, qui reposent sur des théories implicites courantes, reflètent une volonté politique et orientent les ressources disponibles pour L'enseignement. L'un des principaux postulats est un discours neutre qui invoque les idéaux canadiens du multiculturalisme. Privilégiant l'harmonie, ce discours marginalise les conflits et les points de vue critiques et présente les injustices comme des réalités du passé ou comme étant en voie de reglement. Comme les conflits sociaux, la violence et Ia marginalisation se voient accorder très peu d'attention dans ces programmes, les élèves ont peu I'occasion de se confronter à des conflits démocratiques constructifs et à la consolidation de Ia paix. [ABSTRACT FROM AUTHOR] |
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