JSV200H1F Syllabus – Valid as of September 14, 2015. Any subsequent versions issued by the instructor will take precedence.
UNIVERSITY OF TORONTO - VICTORIA COLLEGE
2015 FALL
JSV200H1F - Communication and Conflict Resolution
NF119; Mondays 4:00–7:00 (& Wednesday Dec. 9 4:00–7:00)
INSTRUCTOR:
CONTACT INFORMATION:
OFFICE HOURS
COURSE WEBSITE:
Kathy Bickmore, Ph.D.
[email protected]
Mondays 7:00–8:00 (meet at classroom),
Or email for appointment at OISE, 252 Bloor St . W. #10-170 (10th floor)
Via U of T Blackboard Portal, www.portal.utoronto.ca
Accessibility Needs (www.accessibility.utoronto.ca)
If you require accommodations for a disability, or have any accessibility concerns about the course, the
classroom or course materials, please contact U of T Accessibility Services as soon as possible.
COURSE OVERVIEW AND OBJECTIVES:
This course aims to develop understandings and skills in communication for handling social conflict in the context
of social and cultural diversity. It focuses on principles and practices of conflict management, resolution, and
transformation—emphasizing knowledge and skill acquisition for oral and interpersonal communication across
different identities, interests and worldviews. Topics include: causes and effects of conflicts; principles of human
rights, gender equity, and conflict transformation for just and sustainable peace-building; strategies for conflict
resolution (peace-making); how conflict may act as a catalyst for change; building consensus, cooperative
relationships, and/or agreement to disagree; and the applications of these principles and processes to teaching and
schooling.
Upon completion of this course, students will:
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have developed an understanding of the forms and challenges presented by various kinds of
communication, the value of disagreement, dissent and critical thinking (conflict) in schools and
democratic communities, and the relationships among conflict, peace and social justice;
have considered the application of these concepts to educational settings, such as recognizing how
addressing conflicts may facilitate learning and how conflict and/or aggression may escalate and deescalate;
have developed communication skills in the context of difference and conflict, such as active listening,
constructive questioning and non-accusatory responses to conflict;
have developed critical and creative thinking and awareness of processes for managing conflict, problemsolving, and using various options for facilitating conflict resolution such as negotiation, mediation,
restorative justice, and transformative peacebuilding.
This course is a required pre-requisite to courses taken as part of the CTEP Bachelor of Education degree. There is
no associated field placement. Prerequisite: Enrolment in CTEP or in Education and Society Minor. Distribution
Requirement Status: This is a 0.5 credit Social Science (B.A/B.Sc) course. Breadth Requirement: Society and its
Institutions (3).
REQUIRED READINGS
Required Books (listed below) have been pre-ordered for you; PURCHASE at Bob Miller Book Room,
180 Bloor Street West, Lower Concourse, Toronto; 416-922-3557, [email protected] .
• Fisher, Roger & Shapiro, Daniel (2006). Beyond Reason: Using Emotions as you Negotiate. NY:
Penguin Books.
• Pranis, Kay (2005), The Little Book of Circle Processes. Pennsylvania: Good Books.
Additional required individual readings are available online; download via course Blackboard website.
*IF YOU PRINT, please do so 2-sided or on used paper (conserve environmental resources!)*
Recommended additional resource – see also resource list (on Blackboard):
• Fisher, R., W. Ury, & B. Patton (2011), Getting to Yes: Negotiating Agreement Without Giving In, 3rd
edition (Toronto: Penguin Canada) (2nd edition 1991 is also acceptable)
COURSE WORK AND GRADING
Assessment Tool
Grading Weight
Constructive Participation
15%
and In-Class Assignments
Reflection Letter: My identity, 15%
values, & experience in
managing conflict
Discussant (small-group)
10%
Leadership
Case Study PROPOSAL with 5%
References List
Collaborative (small-group) 2%
Presentation PLAN (see below)
Collaborative (small-group) 10%
PRESENTATION drawn from
Case Study works-in-progress
Peer Assessment (re: above) 3%
Case Study Final PAPER
40%
Due Date(s)
Every class session
September 28 (4:00 pm)
In-class dates to be assigned: Sep.21,
Oct.5, Oct.19, Oct.26, Nov.2 or Nov.23
November 16 (4:00 pm)
November 23 (4:00 pm)
December 7 (4:00 pm)
(all be prepared Dec.7; some will
present Dec.9)
December 7 or 9 (7:00 pm)
December 7 (4:00 pm)
Assignments Details
It is your responsibility to check Blackboard (online Portal site) and your University of Toronto email account on a
regular basis, as all the important announcements and information about the course will be communicated through
these media. If you have any difficulties or questions regarding Blackboard, visit the help site:
http://www.portalinfo.utoronto.ca/
Constructive Participation: 15% of each student‘s course grade is based on evidence of thoughtful, informed and
mutually respectful contributions to this course: adherence to class interaction agreements (help to create a
constructive learning environment by listening and participating actively, coming prepared, and respecting the views
and rights of others), clear evidence of familiarity with assigned readings, collaboration with colleagues in course
activities, and in-class informal writing tasks. Complete the assigned readings before each class and come prepared
to ask questions and to participate attentively in discussions. Students who miss any class are responsible to get
notes from two other students and from the online Blackboard site, and to make up missed work (this normally
includes emailing to the instructor a brief summary commentary on reading due, before the following class
meeting).
Reflection Letter: My identity, values, & experience in managing conflict (15% of grade; 1½-2½ pages [always
single space submit via email], due September 28): Write an informal (confidential) letter to the instructor,
reflecting on how your own experiences and values for handling conflict are similar and different from some of the
practices and understandings expressed in weeks 1-3 course readings (Galtung, Ross, and Isaacs selections, and
chapters 1, 2, 3, 8 & 9 of Fisher & Shapiro‘s Beyond Reason—choose ideas from at least 3 chapters or articles by at
least 2 authors). Put another way: write about how ‗who you are‘ shapes ‗your approaches to managing conflict‘ (in
comparison/dialogue with some concepts or approaches described by assigned authors). Objectives and Evaluation
criteria:
 Thoughtful reflection and analysis of your personal values, understandings, and skills regarding conflict,
and your styles of handling conflict in various contexts
 Critical reflection on cultural and social influences (such as social norms, identity, and status locations)
shaping your views and approaches to conflict
K. Bickmore JSV200 syllabus fall 2015, p.
2
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Connect your reflections to, and draw insights from, assigned course readings – aim for depth
Integrative, coherent and well-organized writing.
Discussant group peer leadership (dates to be selected/assigned by week 2: due Sep. 21, Oct. 5, Oct. 19, Oct. 26,
Nov. 2 or Nov. 23 (10% of grade): Prepare for and lead a small-group activity/ discussion to apply selected ideas in
all required reading due. Hand in (hard copy in class the same day), AND POST your preparation notes [e-version,
with subject line naming your theme, in relevant ‗thread‘ on the course Blackboard Portal website Discussion
Board]: choose a few key points from each reading due, and outline discussion questions/ activity (1-1½ pages
[always single space]).
Case Study Paper (proposal [5% of grade] + 6-8 page paper [3000-4000 words] plus reference list & appendices
[40% of grade]): Investigate and analyze a conflict, and a potential intervention process for handling that conflict,
from a social justice perspective. Demonstrate your understanding of the interconnected causes of conflict, and how
various responses to it may lead to constructive and/or destructive outcomes for various stakeholders. Guidelines:
 Choose a case to investigate: a local, national, transnational, and/or school-based conflict situation in a
given context (from the news, from reading, or from your experience) that illustrates a problem and a type
of peace-making or peace-building response (a constructive, communicative approach to that conflict
situation – see examples below).
 Proposal: Turn in (via online Blackboard drop-box by November 16) a (½ - 1½ page) written summary
preview of the case you propose to study, the type of peace-making or peace-building proposal you propose
to investigate in relation to that case, and an initial bibliography of sources.
 Final Case Study Paper must include:
o Introduction: Preview your case study context and topic, why you view it as significant, and the
inquiry or proposal that focuses your study;
o Conflict Analysis: Using course material as resources, identify the elements of the conflict, including:
relevant context information (cultural, historical, situational, etc.), actors including direct stakeholders
and those less directly affected, their interests, beliefs and social status/power relations. Examine the
evolution of the conflict (and the ways it had been managed), including prior context or preparation
factors, escalation, de-escalation, and positive and/or negative consequences (for whom).
o Conflict Resolution/Transformation Proposal: Based on a brief Literature Review (at least 3-4
significant scholarly sources in addition to several required or recommended course readings), propose
and justify an approach to peace-making and/or peace-building that you argue would improve the
situation. Examples include [not limited to]: (intervention/ conflict handling) processes such as faceto-face or online negotiation (include process and catalyst), third party facilitation (e.g. mediation),
restorative justice practices such as circles or victim-offender conferencing, conflict transformation
such as gender justice and anti-bias education/action, arts and media campaigns to reshape
relationships or images of the Other, or (pro-active) programmatic initiatives such as peer mediation in
school, family or community mediation, pro-active or restorative peacemaking circles,
listening/dialogue activities such as inter-group contact programs, conflict resolution education,
attention to conflictual issues in curriculum such as history, science in society/environment, or
literature).
o Conclusion: summarize the most significant elements of the previous sections, and make
recommendations (for future research or alterations to practice) based on your findings.
Final Paper DUE: Monday, December 7 (4:00).
If you are not able to write the final paper by the due date given above, you must petition, with appropriate
documentation, for a deferral arrangement. The decision to approve or refuse the petition is made by the Faculty of
Arts and Science, not the course instructor. If you have any questions please contact your College Registrar‘s office.
Collaborative group presentation on an issue and/or way of handling conflict (communicative peace-making or
peace-building intervention, based on [above] case study works-in-progress): Working in groups of about 4 (to be
assigned), each team will collaboratively plan a brief, creative class presentation about one approach to
understanding and responding to (a type and context of) conflict, drawing upon skills and knowledge from the
course material and from work-in-progress on team members‘ case study projects. Compare, contrast elements of
each member‘s cases and/or proposed conflict management interventions). Written PLAN for the presentation and
each team member‘s contribution (½ - 1½ page, on form to be provided) due by Nov. 23; present in class Dec. 7 or
9: turn in brief PRESENTATION notes on day of presentation (2% plan + 10% presentation = 12% of grade).
K. Bickmore JSV200 syllabus fall 2015, p.
3
Peer assessment: Assess your collaborative group colleagues‘ contributions to the work in the above presentation,
using the rubric to be provided (3% of grade); due Dec. 7 or Dec.9 (after presentation), 7:00.
Formats for All Course Papers:
 Papers for the course should be typed single spaced (2-sided and NO cover page, to preserve environmental
resources), with 1-inch margins, 12-point font. Include in your first page header your first and last names,
your email address, course title, assignment title, and date.
 Submit 3 assignments used during class—Discussant Leadership preparation notes, Collaborative group
presentation preview and final presentation notes—in printed hard copy (bring by the beginning of the
relevant class, use in class, then hand in).
 Submit 3 individual assignments—Reflection Letter, Case Study Proposal, and Case Study Final Paper—
via Blackboard drop-box (text-only, in word .doc/x attachment).
 Submit final individual assignment—Peer Assessment—via email (attachment) copied to (assigned) peers
and instructor (details to follow).
 Cite all sources (in text author-date, and complete reference list at end of paper), consistently following a
standard academic citation format (preferably APA).
Late Assignments: Assignments must be submitted by the time class begins (except for the assignments
submitted online before class) on the due dates noted above. Otherwise it is considered late, and you must
communicate with the instructor directly (two-way communication) to arrange to hand in your assignment. If you
cannot make it to class on time on the day when an assignment is due, negotiate prior arrangements with the
instructor to avoid the late penalty. Late assignments will be subject to a 4% late penalty per day (including
weekends), starting after 4:00 pm on the due date. Assignments will not be accepted beyond 10 days after the due
date.
If there are extenuating circumstances (illness, death in family) that prevent you from completing an assignment ontime you must email the instructor as soon as possible, preferably BEFORE the deadline and NO LATER than one
week after the due date. Requests for extensions will be granted if there are legitimate medical or compassionate
grounds only. Documentation (such as the official UofT medical form, which can be found here:
www.illnessverification.utoronto.ca) must be submitted.
Academic Misconduct (http://uoft.me/CodeofBehaviour)
The University of Toronto‘s Code of Behaviour on Academic Matters outlines the behaviours that constitute
academic misconduct, the processes for addressing academic offences, and the penalties that may be imposed. You
are expected to be familiar with the contents of this document. Teaching Assistants and Instructors are required
to report any instance of suspected academic dishonesty to the Program Office.
Potential offences include, but are not limited to:
In papers and assignments:
 Using someone else‘s ideas or words without appropriate acknowledgement.
 Submitting your own work in more than one course without the permission of the instructor.
 Making up sources or facts.
 Obtaining or providing unauthorized assistance on any assignment (this includes working in groups on
assignments that are supposed to be individual work).
On tests and exams:
 Using or possessing any unauthorized aid, including a cell phone.
 Looking at someone else‘s answers.
 Letting someone else look at your answers.
 Misrepresenting your identity.
 Submitting an altered test for re-grading.
Misrepresentation:
 Falsifying or altering any documentation required by the University, including (but not limited to) doctor‘s
notes.
 Falsifying institutional documents or grades.
If you have any questions about what is or is not permitted in this course, please do not hesitate to contact me. If you
have questions about appropriate research and citation methods, you are expected to seek out additional information
from me or other available campus resources like the College Writing Centers www.writing.utoronto.ca/writingcentres/centres/arts-and-science , the Academic Success Centre www.asc.utoronto.ca , or the U of T Writing
Website www.writing.utoronto.ca.
K. Bickmore JSV200 syllabus fall 2015, p.
4
WEEKLY SCHEDULE
SESSION
(Due)
TOPIC
(Required and highly Recommended Readings – see also resource list on Blackboard)
What is Conflict? What is Peace? Psycho-cultural (interpretation & cultural expression) and Social-structural (power &
interests) Dimensions
Reading due (download via online Blackboard course site):
• Ross, Marc H. (1993). The two faces of conflict (Ch. 1) in [Ross], The Management of Conflict. New Haven: Yale
University Press, 1-16. [PDF]
• Galtung, Johan (1990). Cultural violence. Journal of Peace Research 27 (3), 291-305.
http://resolver.scholarsportal.info.myaccess.library.utoronto.ca/resolve/00223433/v27i0003/291_cv.xml doi:
10.1177/0022343390027003005
• Turning the Tide (n.d.). Structural/ cultural/ direct violence [1-page overview]. http://www.turning-thetide.org/files/Structural%20Cultural%20Direct%20Violence%20Hand-out.pdf
Sept.14
Recommended:
• Flinders, Carol (2006). Nonviolence: Does Gender Matter? Reprinted from Peace Power (Summer) by Turning the Tide.
http://www.turning-the-tide.org/files/Nonviolence%20Does%20Gender%20Matter%20Article.pdf
• Giroux, Henry (2012) Gun violence in America: What Canadians can learn from the U.S.—Gun control is only one factor
in a culture. Hamilton Spectator (July 30). http://www.thespec.com/opinion-story/2251417-gun-violence-in-america-whatcanadians-can-learn-from-the-u-s-/
• Nixon, Rob (2011). Introduction, Slow Violence and the Environmentalism of the Poor. Cambridge, MA: Harvard
University Press, 1-44. https://www4.uwm.edu/c21/pdfs/events/nixon_slowviolence_intro.pdf
• Bickmore, Kathy (2011). ―Policies and programming for safer schools: Are ‗anti-bullying‘ approaches impeding
education for peacebuilding?‖ Educational Policy 25(4, July), 648 - 687. doi: 10.1177/0895904810374849
http://resolver.scholarsportal.info.myaccess.library.utoronto.ca/resolve/08959048/v25i0004/648_papfssaaiefp.xml
Conflict resolution Elements 1: Communicating concerns & respect, dialogue & listening
Reading due (required book; download Isaacs via online Blackboard):
• Fisher, Roger & Daniel Shapiro Beyond Reason Ch. 1-3, Emotions are powerful, always present, and hard to handle;
Address the concern, not the emotion; & Express appreciation. pp. 3-21 & 25-51.
• Isaacs, William (1999). Dialogue and the Art of Thinking Together. Suspending [premature certainty] (Ch.6). New York:
Doubleday. [PDF]
Sept.21
Recommended:
• Isaacs, William (1999). Dialogue and the Art of Thinking Together. Listening (Ch.4). New York: Doubleday.
• Naranjo, C. et.al (2002), Working it Out Cross-Culturally: A Cross-Cultural Conflict Mediation Manual (selections:
―Speak for yourself!,‖ ―Clarifying,‖ ―Conflict can be aggravated by cultural contrasts,‖ & ―Things to consider with crosscultural conflict‖). Toronto: Culture Link. http://onestep.on.ca/resource/show6566.html?id=189 .
• Fisher & Shapiro Beyond Reason Ch. 7, Choose a fulfilling role. 115-140.
Conflict resolution Elements 2: Identifying underlying interests and concerns, asking constructive questions, creating
options, problem solving
Reading due (required book):
• Fisher & Shapiro (Beyond Reason) Ch. 8, On strong negative emotions. and Ch. 9, On being prepared. 143-182, and
―Seven elements of negotiation‖ (p.208).
• [Mahuad in] Fisher & Shapiro (Beyond Reason) ch. 10, On using these ideas in the real world. by former President of
Ecuador Jamil Mahuad, 183-199.
Sept.28
Recommended:
• Fisher, Roger, William Ury, & Bruce Patton (2011). Getting to Yes: Negotiating Agreement Without Giving In, 3rd
edition (or 2nd edn 1991) Toronto: Penguin Canada. Ch. 3-4, Focus on interests, not positions. & Invent options for
mutual gain. 40-80.
• Folger, Joseph, Poole, Marshall, and Stutman, Randall (2005). The Inner Experience of Conflict [perspectivism,
assumptions] (Ch. 2). In Working Through Conflict: Strategies for relationships, groups, and organizations. Toronto:
Pearson Education Inc.
• Galtung, Johan (2010). The TRANSCEND Method in Conflict Mediation Across Levels: Conflict Literacy and
Competence as an Approach to Peace [short case studies]. European Psychologist 15(2), pp. 82–90.
http://econtent.hogrefe.com/doi/abs/10.1027/1016-9040/a000046
Building Environments, Roles & Capacities for Positive (and Negative) Peace: development of just and sustainable
nonviolent relationships
Reading due (required book; download Aronson via online Blackboard):
• Fisher & Shapiro Beyond Reason Ch. 4, Build affiliation. & Conclusion. 52-71 & 203-204.
• Aronson, Elliot (2000). Nobody Left to Hate: Teaching Compassion after Columbine. New York: Worth Publishers. (Ch.
6-7). Book available (on-line) via Amazon.com or Indigo-Chapters.
Oct.5
Recommended:
• Bickmore, Kathy (2014). ―Peace-Building Dialogue Pedagogies in Canadian Classrooms.‖ Curriculum Inquiry 44(4,
September), 553-582. (Theme issue, ―Peace-building (in) Education: Democratic Approaches to Conflict in Schools and
Classrooms‖) doi: 10.1111/curi.12056 http://simplelink.library.utoronto.ca/url.cfm/479106
• Niens, Ulrike & Cairns, Ed (2005), Conflict, contact and education in Northern Ireland [inter-group dialogue]. Theory
Into Practice 44(4), pp. 337–344. http://simplelink.library.utoronto.ca/url.cfm/479107
(No class Oct.12 [make-up session is Dec.9]: Happy Thanksgiving)
Social structures, cultures & dynamics of power (micro & macro) in managing conflict
Reading due (required book; download Bickmore & MacDonald via Blackboard):
• Fisher & Shapiro Beyond Reason Ch. 5, Respect autonomy. and Ch. 6, Acknowledge status. 72-114.
• Bickmore, Kathy & Angela MacDonald (2010). ―Student leadership opportunities for making ‗peace‘ in Canada‘s urban
schools: Contradictions in practice.‖ Interamerican Journal of Education for Democracy/ Revista Interamericana de
Educación para la Democracia 3(2), 125-152. http://scholarworks.iu.edu/journals/index.php/ried/article/view/1012/1066
Oct.19
Recommended:
• Koch, Susan, ―Exploring the dynamics of power in conflict resolution,‖ from K. Girard & S. Koch, Conflict Resolution in
the Schools (SF: Jossey-Bass).
• Fisher, Roger, William Ury, & Bruce Patton (2011). Getting to Yes: Negotiating Agreement Without Giving In, 3rd
edition (or 2nd edition 1991) Toronto: Penguin Canada. What if they are more powerful? 97-106, & Questions about
power.‖ 177-187.
3rd-party Peacemaking Facilitation 1: Mediation
Oct.26
Reading due (download via online Blackboard):
• Cohen, Richard (2008). Peer mediation‘s missing stage: increase understanding. The School Mediator, 8 (December).
http://www.schoolmediation.com/newsletters/2008/12_08.html
• Bickmore, Kathy (2001). Student conflict resolution, power ‗sharing‘ in schools, and citizenship education. Curriculum
Inquiry 31 (2, Summer), 137-162. doi: 10.1111/03626784.00189http://resolver.scholarsportal.info.myaccess.library.utoronto.ca/resolve/03626784/v31i0002/137_scrpisace.xml
• Bickmore (2011). Mediation & CR Steps (multi-option) 1-page Overview [PDF]
Recommended:
• Amstutz, Lorraine & Mullet, Judy (2005). The Little Book of Restorative Discipline for Schools. Intercourse, PA: Good
Books (www.goodbks.com). Ch. 5, Models & applications of restorative discipline. 46-72.
• Bickmore, Kathy (2002). Good Training is not Enough: Research on Peer Mediation Program Implementation. Journal of
Social Alternatives 21 (1, January), 33-38. http://simplelink.library.utoronto.ca/url.cfm/479108
3rd-party Peacemaking Facilitation 2: Restorative Justice and Peacemaking Circles
Reading due (required book; download Morrison & Vaandering via Blackboard):
• Pranis, Kay The Little Book of Circle Processes: A New/Old Approach to Peacemaking. Intercourse, P.A: Good Books,
2005 [whole book].
• Morrison, Brenda & Vaandering, Dorothy (2012). Restorative Justice: Pedagogy, Praxis, and Discipline. Journal of
School Violence 11(2), pp. 138-155, DOI: 10.1080/15388220.2011.653322
http://simplelink.library.utoronto.ca/url.cfm/479098
Nov.2
Recommended:
• Costello, Bob, Joshua Wachtel & Ted Wachtel (2010). Restorative Circles in Schools: Building Community and
Enhancing Learning. Bethlehem, PA: International Institute for Restorative Practices (IIRP).
http://store.iirp.edu/restorative-circles-in-schools-building-community-and-enhancing-learning/
• Mirsky, Laura (2011). Restorative Practices: Whole-School Change to Build Safer, Saner School Communities.
Restorative Practices E-Forum: International Institute for Restorative Practices (IIRP).
http://www.iirp.edu/article_detail.php?article_id=Njkx
K. Bickmore JSV200 syllabus fall 2015, p.
6
Note: November 8 th is the last day to withdraw without academic penalty.
(No class Nov.9: Happy Fall Break)
Transitional Justice, Conflict Transformation, and Peace-building
Nov.16
Reading due (download via Blackboard):
• Lederach, John Paul (2006). Defining Conflict Transformation. Peacework 33(September), 27-28.
http://www.restorativejustice.org/10fulltext/lederach
• Lederach, John Paul (1999). JUSTPEACE - The Challenge of the 21st Century. From People Building Peace: 35
Inspiring Stories. (online via Google Scholar–gammal.skr.org) http://homepage.univie.ac.at/silvia.michalmisak/justpeace.htm
• Farell, Emily & Kathy Seipp (2008). The Road to Peace: a Teaching Guide on Local and Global Transitional Justice.
Minneapolis: The Advocates for Human Rights.— Each person will read the overview material [pp.40-45] and [at least]
one case study [called ‗handouts‘] from Lesson 5, Transitional Justice Case Studies: Cambodia, Guatemala, Peru, Sierra
Leone, South Africa, p.39-65. http://www.theadvocatesforhumanrights.org/the_road_to_peace.html
Recommended:
• Balasco, Lauren Marie (2013). The Transitions of Transitional Justice: Mapping
The Waves From Promise to Practice. Journal of Human Rights, 12:198–216.
http://simplelink.library.utoronto.ca/url.cfm/392628
• Lederach, J.P., Maiese, Michelle (2003). Conflict Transformation. Colorado: Beyond Intractability.
BeyondIntractability.org
Peace-Building (Education) in the face of Escalated Violence, Enmity and Globalization
Reading due (download via Blackboard):
• Jansen, Jonathan (2008). Bearing whiteness: A Pedagogy of compassion in a time of troubles. Education As Change 12
(2, December), 59–75. doi: 10.1080/16823200809487207
http://resolver.scholarsportal.info.myaccess.library.utoronto.ca/resolve/16823206/v12i0002/59_bwapociatot.xml
• Bekerman, Zvi & Zembylas, Michalinos (2010). Facilitated dialogues with teachers in conflict-ridden areas: in search of
pedagogical openings that move beyond the paralysing effects of perpetrator–victim narratives. Journal of Curriculum
Studies 42 (5), 573–596. doi: 10.1080/00220270903494295 http://simplelink.library.utoronto.ca/url.cfm/367617
Nov.23
Recommended:
• Bekerman, Zvi, Zembylas, Michalinos & McGlynn, Claire (2009). Working toward the De‐essentialization of Identity
Categories in Conflict and Post-conflict Societies: Israel, Cyprus, and Northern Ireland. Comparative Education Review,
Vol. 53, No. 2 (May 2009), pp. 213-234. doi: 10.1086/597482
• Funk, Nathan & Said, Abdul Aziz (2004). Islam and the West: Narratives of conflict and conflict transformation.
International Journal of Peace Studies 9 (1, Spring/Summer).
http://www.jstor.org.myaccess.library.utoronto.ca/stable/41852908
• Steinberg, Shoshana & Bar-On, Dan (2009). The Other side of the story: Israeli and Palestinian teachers write a history
textbook together. Harvard Educational Review 79 (1, Spring), pp. 104-112.
http://search.proquest.com.myaccess.library.utoronto.ca/docview/212294460/70C3568DF0F94103PQ/10?accountid=14771
Guest presenter, why and how to teach controversial issues: Danielle McLaughlin, CCLA
Spaces for Conflict/Peace Learning in (and beyond) the Postmodern Classrooms
Nov.30
Reading due (download via Blackboard):
• Souto-Manning, Mariana (2014). Making a stink about the ‗ideal‘ classroom: Theorizing and storying conflict in early
childhood education. Urban Education 49(6), pp.607-634. doi: 10.1177/0042085913496797
http://resolver.scholarsportal.info.myaccess.library.utoronto.ca/resolve/00420859/v49i0006/607_masatcsciece.xml
• Andreotti, Vanessa (2006). Soft versus critical global citizenship education. Policy & Practice: A Development Education
Review, 3, 40-51. http://www.developmenteducationreview.com/issue3-focus4
• Johnson, David, Johnson, Roger, & Smith, Karl (2000). Constructive controversy: The Educative power of intellectual
conflict. Change 32 (1, January/February), pp. 28-37. http://simplelink.library.utoronto.ca/url.cfm/479101
Recommended:
• Review all course readings for application in culminating assignments
Dec.7
Dec.9
Collaborative Group Presentations and In-Class Culminating Assignment (part I)
Make-up Class - 4:00-7:00 pm in NF119
Collaborative Group Presentations, Culminating Assignment (part II, Course Wrap-Up)
NOTE: December 8 th 2015 is the last day to request LWD from F section code courses. See your
Registrar’s Office for details.
K. Bickmore JSV200 syllabus fall 2015, p.
7