Citation

DeMulder EK, Ndura‐Ouédraogo E, Stribling SM. Peace Change 2009; 34(1): 27-48.

Copyright

(Copyright © 2009, Peace History Society; Peace and Justice Studies Association, Publisher John Wiley and Sons)

DOI

10.1111/j.1468-0130.2009.00532.x

PMID

unavailable

Abstract

This article examines the role of education and the responsibilities of teachers and teacher educators in working for social justice and peace. It describes a nontraditional professional development master's program designed to empower practicing teachers to become active contributors in the quest for social justice and to speak for the common good in their increasingly diverse schools and society. In the context of continuing intolerance and violence in schools and society, the program offers a model for preparing educators with the knowledge, skills, dispositions, and commitments necessary to engage in transformative social action. The article draws on teachers’ written feedback responses to examine the impact of particular curricular experiences and cumulative influences on teachers’ struggles for awareness of human diversity issues and commitments to transformative social action in their own classrooms.