Hans Smits (PhD in curriculum studies from the University of Alberta) is retired as an associate dean from the University of Calgary. He was a recipient of the Ted T. Aoki award for contributions to curriculum in Canada. Recent books include (with Lund, Panayotidis, Smits, and Towers) Provoking Conversations on Inquiry in Teacher Education (Peter Lang, 2012) and (with Rahat Naqvi) Thinking About and Enacting Curriculum in «Frames of War» (2012).Rahat Naqvi (PhD in the didactics of languages and cultures from the Université de la Sorbonne, Paris) is Associate Professor in second language pedagogy at the Werklund School of Education, University of Calgary. Her most recent publications include a book, co-edited with Hans Smits, entitled Thinking About and Enacting Curriculum in «Frames of War» (2012).

«We are reminded daily of the precariousness of life as the mass media portray a pervasive culture of violence. This book offers a curriculum response to this portrayal, reminding us that peace education is a pedagogical obligation both to take notice and to present a counternarrative to this dominant message. The authors of this volume demonstrate convincingly that peace is neither an abstract ideal nor a finite curriculum objective, but an educational engagement with the real conditions of life. They provide numerous rich and compelling examples drawn from international case studies and thoughtful essays on the many dimensions of violence and non-violent curriculum actions.» (Terrance R. Carson, Professor Emeritus, University of Alberta)

• Contents: Hans Smits/Rahat Naqvi: Framing Peace and Radical Hope: Confronting Precariousness – Ashley Pullman/Chris Nichols: Framing Peace-by-Piece: How to Teach Peace to a Subject that Is Continually in Crisis – Mark Helmsing: Case Study: Coming up against the World in Social Studies Education: Framing Peace – Dalene Swanson: Frames of Ubuntu: (Re)Framing an Ethical Education – Nathan Moyo/Maropeng Modiba: Case Study: How Do We Educate So «That the People of This Precious Earth … May Live»? Rethinking the History Curriculum in Zimbabwe – Diane P. Watt: Framing Peace as Tensioned Engagement – Farouk Mitha: Case Study: Framing Muslims/Framing Americans: Teaching about Islamophobia and Anti-Americanism in Peace Education – Jennifer A. Tupper: Curricular Spaces of Renewal: Toward Reconciliation – Kimberly Meredith: Case Study: Framing Peace in a Multilingual Context – Dorothy D. Vaandering: Between Being «Acted upon and Acting»: An Educator’s Experience in Framing Peace through Restorative Justice – Catherine Baillie Abidi: Case Study: Exploring Humanitarian Law: Perspectives from Educators and Youth in Atlantic Canada – Linda Radford/Nicholas Ng-A-Fook: Framing Radical Hope with Forbidden Cities: Curriculum, Social Networks, and a Literacy of Dreams – Toby Emert: Case Study: Aesthetic Responses to Cultural Displacement: Using Autobiography, Poetry, and Digital Storytelling with Refugee Boys – Debbie Sonu: For the Sake of Diplomacy: The Educational (Im)Possibility of Peace Teaching in Elementary School – Marilyn Cullen-Reavill: Case Study: The Glorification of War: How Elementary Curriculum Frames Students’ Perceptions – Chris Loeffler: Case Study: Queries as a Frame for Peace Education in the Elementary Classroom – Jennifer A. Barnett: Sexuality and Life Grievable – Shira Eve Epstein: Case Study: Asking Questions and Building Hope: A Proposal for Youth Civic Engagement Projects – Dalya Yafa Markovich: Does Teaching about the «Other» in Teachers’ Training Really Matter? Jewish and Palestinian Students in Intercultural Educational Activity – Farhat Shahzad: Case Study: Engaging Youth in Framing the War: Canadian University Students – Dawn Wiseman/Tracy Onuczko/Florence Glanfield: Resilience and Hope in the Garden: Intercropping Aboriginal and Western Ways of Knowing to Inquire into Science Teacher Education – Maria del Carmen Rodriguez de France: Case Study: Indigenous Epistemologies as Embodied Learning and Knowing.

Hans Smits (PhD in curriculum studies from the University of Alberta) is retired as an associate dean from the University of Calgary. He was a recipient of the Ted T. Aoki award for contributions to curriculum in Canada. Recent books include (with Lund, Panayotidis, Smits, and Towers) Provoking Conversations on Inquiry in Teacher Education (Peter Lang, 2012) and (with Rahat Naqvi) Thinking About and Enacting Curriculum in «Frames of War» (2012).Rahat Naqvi (PhD in the didactics of languages and cultures from the Université de la Sorbonne, Paris) is Associate Professor in second language pedagogy at the Werklund School of Education, University of Calgary. Her most recent publications include a book, co-edited with Hans Smits, entitled Thinking About and Enacting Curriculum in «Frames of War» (2012).

«We are reminded daily of the precariousness of life as the mass media portray a pervasive culture of violence. This book offers a curriculum response to this portrayal, reminding us that peace education is a pedagogical obligation both to take notice and to present a counternarrative to this dominant message. The authors of this volume demonstrate convincingly that peace is neither an abstract ideal nor a finite curriculum objective, but an educational engagement with the real conditions of life. They provide numerous rich and compelling examples drawn from international case studies and thoughtful essays on the many dimensions of violence and non-violent curriculum actions.» (Terrance R. Carson, Professor Emeritus, University of Alberta)

• Contents: Hans Smits/Rahat Naqvi: Framing Peace and Radical Hope: Confronting Precariousness – Ashley Pullman/Chris Nichols: Framing Peace-by-Piece: How to Teach Peace to a Subject that Is Continually in Crisis – Mark Helmsing: Case Study: Coming up against the World in Social Studies Education: Framing Peace – Dalene Swanson: Frames of Ubuntu: (Re)Framing an Ethical Education – Nathan Moyo/Maropeng Modiba: Case Study: How Do We Educate So «That the People of This Precious Earth … May Live»? Rethinking the History Curriculum in Zimbabwe – Diane P. Watt: Framing Peace as Tensioned Engagement – Farouk Mitha: Case Study: Framing Muslims/Framing Americans: Teaching about Islamophobia and Anti-Americanism in Peace Education – Jennifer A. Tupper: Curricular Spaces of Renewal: Toward Reconciliation – Kimberly Meredith: Case Study: Framing Peace in a Multilingual Context – Dorothy D. Vaandering: Between Being «Acted upon and Acting»: An Educator’s Experience in Framing Peace through Restorative Justice – Catherine Baillie Abidi: Case Study: Exploring Humanitarian Law: Perspectives from Educators and Youth in Atlantic Canada – Linda Radford/Nicholas Ng-A-Fook: Framing Radical Hope with Forbidden Cities: Curriculum, Social Networks, and a Literacy of Dreams – Toby Emert: Case Study: Aesthetic Responses to Cultural Displacement: Using Autobiography, Poetry, and Digital Storytelling with Refugee Boys – Debbie Sonu: For the Sake of Diplomacy: The Educational (Im)Possibility of Peace Teaching in Elementary School – Marilyn Cullen-Reavill: Case Study: The Glorification of War: How Elementary Curriculum Frames Students’ Perceptions – Chris Loeffler: Case Study: Queries as a Frame for Peace Education in the Elementary Classroom – Jennifer A. Barnett: Sexuality and Life Grievable – Shira Eve Epstein: Case Study: Asking Questions and Building Hope: A Proposal for Youth Civic Engagement Projects – Dalya Yafa Markovich: Does Teaching about the «Other» in Teachers’ Training Really Matter? Jewish and Palestinian Students in Intercultural Educational Activity – Farhat Shahzad: Case Study: Engaging Youth in Framing the War: Canadian University Students – Dawn Wiseman/Tracy Onuczko/Florence Glanfield: Resilience and Hope in the Garden: Intercropping Aboriginal and Western Ways of Knowing to Inquire into Science Teacher Education – Maria del Carmen Rodriguez de France: Case Study: Indigenous Epistemologies as Embodied Learning and Knowing.

Hans Smits (PhD in curriculum studies from the University of Alberta) is retired as an associate dean from the University of Calgary. He was a recipient of the Ted T. Aoki award for contributions to curriculum in Canada. Recent books include (with Lund, Panayotidis, Smits, and Towers) Provoking Conversations on Inquiry in Teacher Education (Peter Lang, 2012) and (with Rahat Naqvi) Thinking About and Enacting Curriculum in «Frames of War» (2012).Rahat Naqvi (PhD in the didactics of languages and cultures from the Université de la Sorbonne, Paris) is Associate Professor in second language pedagogy at the Werklund School of Education, University of Calgary. Her most recent publications include a book, co-edited with Hans Smits, entitled Thinking About and Enacting Curriculum in «Frames of War» (2012).

«We are reminded daily of the precariousness of life as the mass media portray a pervasive culture of violence. This book offers a curriculum response to this portrayal, reminding us that peace education is a pedagogical obligation both to take notice and to present a counternarrative to this dominant message. The authors of this volume demonstrate convincingly that peace is neither an abstract ideal nor a finite curriculum objective, but an educational engagement with the real conditions of life. They provide numerous rich and compelling examples drawn from international case studies and thoughtful essays on the many dimensions of violence and non-violent curriculum actions.» (Terrance R. Carson, Professor Emeritus, University of Alberta)

• Contents: Hans Smits/Rahat Naqvi: Framing Peace and Radical Hope: Confronting Precariousness – Ashley Pullman/Chris Nichols: Framing Peace-by-Piece: How to Teach Peace to a Subject that Is Continually in Crisis – Mark Helmsing: Case Study: Coming up against the World in Social Studies Education: Framing Peace – Dalene Swanson: Frames of Ubuntu: (Re)Framing an Ethical Education – Nathan Moyo/Maropeng Modiba: Case Study: How Do We Educate So «That the People of This Precious Earth … May Live»? Rethinking the History Curriculum in Zimbabwe – Diane P. Watt: Framing Peace as Tensioned Engagement – Farouk Mitha: Case Study: Framing Muslims/Framing Americans: Teaching about Islamophobia and Anti-Americanism in Peace Education – Jennifer A. Tupper: Curricular Spaces of Renewal: Toward Reconciliation – Kimberly Meredith: Case Study: Framing Peace in a Multilingual Context – Dorothy D. Vaandering: Between Being «Acted upon and Acting»: An Educator’s Experience in Framing Peace through Restorative Justice – Catherine Baillie Abidi: Case Study: Exploring Humanitarian Law: Perspectives from Educators and Youth in Atlantic Canada – Linda Radford/Nicholas Ng-A-Fook: Framing Radical Hope with Forbidden Cities: Curriculum, Social Networks, and a Literacy of Dreams – Toby Emert: Case Study: Aesthetic Responses to Cultural Displacement: Using Autobiography, Poetry, and Digital Storytelling with Refugee Boys – Debbie Sonu: For the Sake of Diplomacy: The Educational (Im)Possibility of Peace Teaching in Elementary School – Marilyn Cullen-Reavill: Case Study: The Glorification of War: How Elementary Curriculum Frames Students’ Perceptions – Chris Loeffler: Case Study: Queries as a Frame for Peace Education in the Elementary Classroom – Jennifer A. Barnett: Sexuality and Life Grievable – Shira Eve Epstein: Case Study: Asking Questions and Building Hope: A Proposal for Youth Civic Engagement Projects – Dalya Yafa Markovich: Does Teaching about the «Other» in Teachers’ Training Really Matter? Jewish and Palestinian Students in Intercultural Educational Activity – Farhat Shahzad: Case Study: Engaging Youth in Framing the War: Canadian University Students – Dawn Wiseman/Tracy Onuczko/Florence Glanfield: Resilience and Hope in the Garden: Intercropping Aboriginal and Western Ways of Knowing to Inquire into Science Teacher Education – Maria del Carmen Rodriguez de France: Case Study: Indigenous Epistemologies as Embodied Learning and Knowing.