Teacher Insights from an Intercultural Peace Curricula Development Project

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Edward J. Brantmeier

Abstract

Data garnered from an eight-month critical ethnographic action research project tells a story of prejudice and discrimination in a white, Euro-American dominant context at Junction High School in the U.S. Midwest. However, counter-normative efforts aimed at transforming the situation for newcomer students were conducted by both the researcher and a group of teachers who developed and implemented intercultural peace curricula. White, Euro-American constructions of “others” and teacher reflections on their engagement in the process are presented in this article. The article aims to provide a case study and to encourage deeper dialogue on intercultural peace education in schools for achieving an authentic democracy.   

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Author Biography

Edward J. Brantmeier, Colorado State University

Assistant Professor in the School of Education