In our globalized world, the many facets of diversity are ever more in evidence. Issues of race, class, ethnicity, religion, language, gender, sexual orientation and physical disability are manifestations of diversity that have often evoked negative or even violent reactions in society. And yet, any society that deems itself democratic needs to come to terms with diversity in open, informed and accepting ways. Education has an important role to play in developing socially aware, democratic citizens. The ten chapters in this volume contributed by authors from around the world address some of the tensions inherent in a diverse society and provide examples and recommendations for addressing the challenges of diversity in an equitable and democratic way. Three major themes are considered: developing a pedagogy for diversity; issues of gender and race in democratic education; and the transformative role of the arts in democratic education on diversity. The chapters in the collection present case studies, reports and pedagogical approaches supporting education for diversity. While acknowledging problems posed by local customs, neo-colonialism, and neo-liberalism among others to the development of equitable, accessible and democratic education, the authors provide concrete suggestions for an education that will promote intercultural understanding and democratic citizenship. "This book weaves together voices of faculty, residents, mentors, administrators, community organizers, and students who have lived together in a third space urban teacher residency program in Newark as they reinvent math and science teaching and teacher education through the lens of inquiry. Each chapter includes narratives from multiple perspectives as well as tools we have used within the program to support and build change, providing readers with both real cases of how an urban teacher residency can impact school systems, and concrete tools and examples to help the reader understand and replicate aspects of the process. Capturing both the successes but also the tensions and challenges, we offer a kaleidoscopic view of the rich, complex, and multi-layered ways in which multiple stakeholders work together to make enduring educational change in urban schools. Our third space NMUTR has been a fragile utopian enterprise, one that has relied on a shared commitment of all involved, and a deep sense of hope that working collaboratively has the potential, even if not perfect, to make a difference"--Provided by publisher Front Matter....Pages i-x Introduction....Pages 1-13 Front Matter....Pages 15-15 Incorporating Peace-Building Citizenship Dialogue in Classroom Curricula....Pages 17-39 Education for Democratic Citizenship and Social Inclusion in a Post-Socialist Democracy....Pages 41-56 Embedding Indigenous Knowledges....Pages 57-76 Addressing Educational Needs of Bedouin in Israel and First Nations People in Canada....Pages 77-91 The National Strategy to Strengthen Rural Education in Chinai....Pages 93-116 Front Matter....Pages 117-117 The Pursuit of Democracy....Pages 119-139 Race and Racial Justice in Ontario Educationi....Pages 141-158 Allowing Girls into Our Schools Does Not Mean that We have to Include Them....Pages 159-170 Front Matter....Pages 171-171 Across Spaces and Places....Pages 173-195 The Pursuit of Cosmopolitanism....Pages 197-213 Back Matter....Pages 215-220
