Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Framing Peace: Thinking about and Enacting Curriculum as "Radical Hope"


reviewed by Molly Quinn — October 21, 2015

coverTitle: Framing Peace: Thinking about and Enacting Curriculum as "Radical Hope"
Author(s): Hans Smits, Rahat Naqvi (Eds.)
Publisher: Peter Lang Publishing, New York
ISBN: 1433122413, Pages: 269, Year: 2014
Search for book at Amazon.com


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Framing Peace: Thinking about and Enacting Curriculum as "Radical Hope"
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: October 21, 2015
http://www.tcrecord.org ID Number: 18166, Date Accessed: 10/20/2017 5:44:50 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Molly Quinn
    Georgia Regents University
    E-mail Author
    Molly Quinn, Ph.D., is an associate professor of curriculum studies at Georgia Regents University. Presently serving as vice president of AAACS, her recent works include: Peace and Pedagogy (2014); Theorizing Justice, Justly Theorizing, in Education (forthcoming); and numerous book chapters and articles, among them, those exploring children’s understandings of peace and violence, counter enlightenment and creole curriculum history via transatlantic study, and the contributions of Maxine Greene to the field curriculum studies through her work in aesthetics, phenomenology and existentialism. As a curriculum theorist, much of her scholarship engages ‘spiritual’ and philosophical criticism toward embracing a vision of education that cultivates understanding, beauty, compassion, and social responsibility.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS