Democratic Social Cohesion (Assimilation)? Representations of Social Conflict in Canadian Public Social Curriculum.

Autor/in	Bickmore, Kathy
Titel	Democratic Social Cohesion (Assimilation)? Representations of Social Conflict in Canadian Public Social Curriculum.
Quelle	In: Canadian journal of education, 29 (2006) 2, S. 359-386Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0380-2361; 1918-5979
Schlagwörter	Bildung; Bildungsforschung; Sozialforschung; Konflikttraining; Allgemein bildende Schule; Multikulturalität; Sozialer Konflikt; Curriculum; Englisch; Gesundheitserziehung; Muttersprache; Kanada
Abstract	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. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/2