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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32281

Title: Democratic Social Cohesion? Assimilation? Representations of Social Conflict in Canadian Public School Curricula.
Authors: Bickmore, Kathy
Keywords: citizenship education
conflict resolution
social studies
English language arts
health education
Issue Date: Aug-2006
Publisher: The Canadian Society for the Study of Education (CSSE)
Citation: Bickmore, Kathy (2006), “Democratic Social Cohesion? Assimilation? Representations of Social Conflict in Canadian Public School Curricula.” Canadian Journal of Education (theme issue, Democracy and Education) 29(2), 359-386.
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.
URI: http://www.jstor.org/stable/20054168
http://hdl.handle.net/1807/32281
ISSN: 1918-5979
Appears in Collections:Faculty (CTL)

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