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What makes for peace as lived? What images of peace issue from examination of daily experience? What can be gleaned from reflection upon the topic for the meanings and makings of peace in our world? Considering that to work for peace, we must begin with ourselves and with our children, Molly Quinn addresses these questions through her own life and work. She does so with those who would, and do, teach children, and with the children they teach. The text is rooted in inquiry with aspiring elementary teachers through a university social studies course in New York City, where East Harlem first-graders engage peace curriculum, and in the South Bronx, where fourth-graders attempt to understand and respond to neighborhood violence. The author seeks to elucidate educational possibilities for dreaming peace anew, and passionately living and laboring, singularly and together, for its realization among us.
List of contents
Contents: Picturing Peace: A Beginning - Why «Picturing Peace»? - On Re-Imaging Peace, in Portraiture - A Word Worth a Thousand Pictures - On the Way of/to Peace - Seeking Peace through Children's Eyes - On Re-Imagining Peace and Pedagogies for Peace.
About the author
Molly Quinn, PhD, is a visiting scholar of the Curriculum Theory Project at Louisiana State University. A founding member of the International Institute for Critical Pedagogy and vice president of the American Association for the Advancement of Curriculum Studies, she is the author of Going Out, Not Knowing Whither: Education, the Upward Journey and the Faith of Reason.
Summary
This text is rooted in inquiry with aspiring elementary teachers through a university social studies course in New York City, where East Harlem first-graders engage peace curriculum, and in the South Bronx, where fourth-graders attempt to understand and respond to neighborhood violence.
Report
«... Molly Quinn provides a wonderfully poetic reflection on the meaning of peace as it is experienced and heroically pictured within the curricular and pedagogical space. The book has an aesthetic quality that invokes in the experience of the reader the meaning of the rich insight she has into peace and its pedagogy. Her call for the educational development of imagination is central to peace education, and she significantly adds to our understanding of imagination in the ongoing pursuit of peace. She gives witness to peace and enriches all of us by doing so.» (Dale T. Snauwaert, Professor of Philosophy of Education and Peace Education, University of Ohio, Toledo; Founding Editor, In Factis Pax: Online Journal of Peace Education and Social Justice)
«Vivid, engaging, provocative, and profoundly touching, this book issues an imperative and timely call for re-imagining peace and pedagogies of peace through children's eyes, teachers' visions, and teacher educators' commitments. Multilayered and multidimensional, peace and pedagogical cultivation of inner peace and outer peace are envisioned as a daily practice, at the site of subjectivity and intersubjectivity, through images and words, to both curb violence and promote loving relationality. Filled with rare insights, inspirations, and wisdom, this is an essential and landmark book for every educator to answer the call for pedagogy of, about, and for peace. Open the book to be inspired.» (Hongyu Wang, Professor, Curriculum Studies, Oklahoma State University-Tulsa; Author of Nonviolence and Education: Cross-Cultural Pathways)
«The «Peace and Pedagogy Primer» offers a rich contribution through its concep-tually sophisticated analysis of the foundations of and debates in the field of peace education. Molly Quinn also offers unique perspectives on teacher education through the use of innovative visual methodologies to understand and promote peace in our classrooms and communities.» (Monisha Bajaj, Associate Professor, International and Multicultural Education, Director, Master of Arts in Human Rights Education, University of San Francisco)
