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As communities around the world continue to attract international immigrants, schools have become centers for learning how to engage with people's multiple ethnic and cultural origins. Ethnocultural minority immigrant students carry diverse histories and perspectives—which can serve as resources for critical reflection about social conflicts. These students' identities need to be included in the curriculum so that diversity and conflictual issues can be openly discussed. Immigrant children embody the many issues confronting today's youth in a global, transnational, and interconnected world. Drawing on in-depth empirical case studies, this book explores the classroom experiences of these children. Varying in social and cultural capital, they contend with social and cultural conflict influenced not only by global politics and familial prejudices, but also by structural exclusion in Western curricula. In democratic peacebuilding education, diverse students express divergent points of view in open, inclusive dialogue. Negotiating their multiple identities, such children develop skills for managing and responding to that conflict, thereby acquiring tools to challenge dominant hegemonic systems of oppression and control later in life. In vivid classroom depictions, the reader learns of many outcomes: Young, quiet, and marginalized voices were heard. Dialogic pedagogies encouraged cooperation among students and strengthened class communities. What is more, the implicit and explicit curricula implemented in these diverse classrooms served to shape how students interpreted democracy in multicultural Canada. The diverse experiences of the young people and teachers in this book illuminate the innermost landscapes of multicultural classrooms, providing deep insight into the social and cultural challenges and opportunities that ethnocultural minority children experience at school

Workplace conflict is a significant issue for community service professionals. As more professions work toward developing interdisciplinary teams and culturally responsive practices, the potential for the escalation of conflict may increase as different professional value systems and conflict management strategies converge. However, although they are often expected to respond proficiently to conflicts, many community service professionals may not have had sufficient training in policies, practices, and structures that can provide alternative and transformative approaches to conflict management in diverse contexts. This article presents results of an exploratory study with interdisciplinary community service students who took part in a conflict resolution course at a diverse university in a metropolitan city in southern Ontario, Canada. The findings show that most of these community service–related professionals dealt with conflict on a daily basis, much of which was escalated by cultural conflict, lack of professional resources and development, and limited training in transformative peacebuilding practices. Most participants found that cultural diversity and gender influenced how they responded to conflicts in their various settings. The findings have important implications for how issues of culture and diversity are addressed and included in conflict resolution training programs.

This qualitative study uses classroom observations, teacher and student interviews, and document analysis to show how peacebuilding dialogue processes were implemented in three elementary school classrooms in Ontario, Canada, and how diverse students, particularly ethnocultural minority immigrants, experienced these pedagogies in relation to their own perspectives, histories, and identities. The study's results showed how diverse students experienced and responded to implemented alternative curricula: when content was explicitly linked to their identities and experiences, opportunities for democratic peacebuilding inclusion increased. Authentic, critical dialogue provided opportunities for diverse students to engage in discussions about diversity and conflict, facilitating their engagement. Connecting to students' identities through peacebuilding education is important to encourage the inclusion of diverse perspectives in a democratic, multicultural learning environment. Adapted from the source document.

Refugees and Canada: Contemporary Issues and Real Stories /George Melnyk and Christina Parker --Part One.Coming to Canada. --Once a Refugee, Always a Refugee /George Melnyk --The Best Place on Earth /Victor Porter --From Scars to Stars /Flora Terah --Fleeing The Gambia /Matida Daffeh --From LGBTQ+ Activist to Refugee /Boban Stojanović. --Part Two.Canada Responds. --The Ugandan Asian Expulsion, 1972: A Personal Memoir /Michael Molloy --Reflecting on the Role of the Mennonite Central Committee in Advocating for Refugees /William Janzen --Operation Lifeline /Howard Adelman --Sponsoring a Syrian Refugee Family /Katharine Lake Berz and Julia Holland --Finding Welcome off the Refugee Highway /Shelley Campagnola --My Experience as a Refugee and Settlement Worker /Eusebio Garcia. --Part Three.The Struggle for Inclusion --From Chilean Refugee to Canadian Citizen /Pablo Policzer, with an illustrated account by Adam Policzer and Irene Policzer --Floating to the Lure of the Promised Land: Tamil Refugees in Canada /Cyrus Sundar Singh --Refugee Children in Canadian Schools: The Role of Teachers in Supporting Integration and Inclusion /Christina Parker -What We Know, What We Hope: An Afterword /George Melnyk and Christina Parker.

"Millions of people are displaced each year by war, persecution, and famine and the global refugee population continues to grow. Canada has often been regarded as a benevolent country, welcoming refugees from around the globe. However, refugees have encountered varying kinds of reception in Canada. Finding Refuge in Canada: Narratives of Dislocation is a collection of personal narratives about the refugee experience in Canada. It includes critical perspectives from authors from diverse backgrounds, including refugees, advocates, front-line workers, private sponsors, and civil servants. The narratives collected here confront dominant public discourse about refugee identities and histories and provide deep insight into the social, political, and cultural challenges and opportunities that refugees experience in Canada. Contributors consider Canada's response to various groups of refugees and how Canadian perspectives on war, conflict, and peace are constructed through the refugee support experience. These individual stories humanize the global refugee crisis and challenge readers to reflect on the transformative potential of more equitable policies and processes."--

Dialogue about social and political conflicts is a key element of democratic citizenship education that is frequently advocated in scholarship but rarely fully implemented, especially in classrooms populated by ethnically and economically heterogeneous students. Qualitative case studies describe the contrasting ways 2 primary and 2 middle-grade teachers in urban Canadian public schools infused conflict dialogue pedagogies into their implemented curricula. These lessons, introducing conflict communication skills and/or content knowledge embodying conflicting viewpoints as learning opportunities, actively engaged a wide range of students. At the same time, even these purposively selected teachers did not often facilitate sustained, inclusive, critical, and imaginative exchange or deliberation about heartfelt disagreements, nor did they probe the diversity and equity questions surrounding these issues. The case studies illustrate a democratic education dilemma: Even in the classrooms of skilled and committed teachers, opportunities for recognition of contrasting perspectives and discussion of social conflicts may not necessarily develop into sustained democratic dialogue nor interrupt prevailing patterns of disengagement and inequity.