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Peace and social justice education on campus : faculty and student perspectives / edited by Kelly Concannon and Laura L. Finley.

Contributor(s): Material type: TextTextSeries: Peace studies (Newcastle upon Tyne (England))Publication details: Newcastle upon Tyne : Cambridge Scholars Publishing, 2015.Description: 1 online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781443885652
  • 1443885657
Subject(s): Additional physical formats: Erscheint auch als:: Faculty and student perspectivesDDC classification:
  • 370.115 23
LOC classification:
  • LC192.2
Online resources:
Contents:
Table of Contents; List of Figures; Acknowledgements; Series Introduction; Introduction; Chapter One; Chapter Two; Chapter Three; Chapter Four; Chapter Five; Chapter Six; Chapter Seven; Chapter Eight; Chapter Nine; Chapter Ten; Chapter Eleven; Chapter Twelve; Conclusion; Appendix One; About the Editors and Authors
Summary: This book provides important reflections by and for peace and social justice educators working on college campuses. Importantly, it also integrates the voices of students. More than a feel-good compilation of success stories, however, it illustrates the complexities inherent in teaching and learning about and for peace and social justice. Chapters in the book provide critical assessments of institutions, pedagogies, and practices, making visible the messy but very real spaces in which education and learning occur. Written by faculty and students from many disciplinary areas, the contributions.
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Online resource; title from PDF title page (EBSCO, viewed December 21, 2015).

Includes bibliographical references.

Table of Contents; List of Figures; Acknowledgements; Series Introduction; Introduction; Chapter One; Chapter Two; Chapter Three; Chapter Four; Chapter Five; Chapter Six; Chapter Seven; Chapter Eight; Chapter Nine; Chapter Ten; Chapter Eleven; Chapter Twelve; Conclusion; Appendix One; About the Editors and Authors

This book provides important reflections by and for peace and social justice educators working on college campuses. Importantly, it also integrates the voices of students. More than a feel-good compilation of success stories, however, it illustrates the complexities inherent in teaching and learning about and for peace and social justice. Chapters in the book provide critical assessments of institutions, pedagogies, and practices, making visible the messy but very real spaces in which education and learning occur. Written by faculty and students from many disciplinary areas, the contributions.

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