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Producing a Peaceful Canadian Citizenry: A (RE)PRODUCINGȱAȱPEACEFULȱCANADIANȱ CITIZENRY:ȱAȱLESSONȱONȱTHEȱFREEȱTRADEȱOFȱ THEȱAMERICASȱQUEBECȱCITYȱSUMMITȱ PROTESTSȱ ȱ GadaȱMahrouseȱ ȱ ȱ Inȱthisȱarticle,ȱIȱargueȱthatȱdespiteȱcommonȱassumptionsȱthatȱpeaceȱeducationȱeffortsȱ achieveȱsocialȱchange,ȱitȱisȱoftenȱaȱnormalizing,ȱnationȬbuildingȱprojectȱthatȱobscuresȱ hierarchiesȱofȱpower.ȱFocussingȱonȱaȱlessonȱfromȱaȱpopularȱpeaceȱeducationȱprogramȱ currentlyȱusedȱinȱCanadianȱschools,ȱIȱhaveȱanalyzedȱtheȱconvergencesȱbetweenȱpeaceȱ andȱcitizenshipȱeducationȱandȱconsiderȱtheȱimplicationsȱofȱpedagogiesȱthatȱencourageȱ peaceȱ asȱ aȱ personalȱ choiceȱ andȱ responsibility.ȱȱIȱ callȱ forȱ anȱ approachȱ toȱ peaceȱ educationȱthatȱpromotesȱcriticalȱthinkingȱonȱhowȱknowledgeȱisȱproduced.ȱ ȱ Keyȱ words:ȱȱpeaceȱ education,ȱ citizenship,ȱ nationȬbuilding,ȱ knowledgeȱ production,ȱ nonȬviolentȱprotestȱ ȱ Onȱsupposeȱcommunémentȱqueȱlaȱpromotionȱdeȱl’éducationȱpourȱlaȱpaixȱfaitȱévoluerȱ laȱsociété,ȱmaisȱl’auteureȱsoutientȱdansȱcetȱarticleȱqu’elleȱestȱplutôtȱunȱprojetȱnationalȱ normatifȱquiȱcamoufleȱdesȱpouvoirsȱhiérarchiques.ȱȱÀȱl’aideȱd’uneȱleçonȱfaisantȱpartieȱ d’unȱ programmeȱ d’éducationȱ pourȱ laȱ paixȱ trèsȱ utiliséȱ dansȱ lesȱ écolesȱ canadiennes,ȱ l’auteureȱ analyseȱ lesȱ convergencesȱ entreȱ laȱ paixȱ etȱ l’éducationȱ àȱ laȱ citoyennetéȱ etȱ s’intéresseȱauxȱimplicationsȱdesȱpédagogiesȱquiȱencouragentȱlaȱpaixȱcommeȱunȱchoixȱ etȱ uneȱ responsabilitéȱ personnels.ȱȱElleȱ prôneȱ uneȱ approcheȱ quiȱ favoriseȱ laȱ penséeȱ critiqueȱauȱregardȱduȱmodeȱdeȱproductionȱduȱsavoir.ȱ ȱ Motsȱclésȱ:ȱéducationȱpourȱlaȱpaix,ȱcitoyenneté,ȱdéveloppementȱd’unȱpays,ȱproductionȱ duȱsavoir,ȱprotestationȱnonȱviolente.ȱ _________________ȱ ȱ CANADIANȱJOURNALȱOFȱEDUCATIONȱ29,ȱ2ȱ(2006):ȱ436Ȭ453ȱ (RE)PRODUCINGȱAȱPEACEFULȱCANADIANȱCITIZENRYȱȱ 437ȱȱȱ Peaceȱ educationȱ isȱ generallyȱ framedȱ asȱ anȱ approachȱ thatȱ challengesȱ traditionalȱ modelsȱ ofȱ educationȱ byȱ encouragingȱ criticalȱ thinking,ȱ resistance,ȱandȱchangeȱ(BarȬTal,ȱ2002;ȱHarrisȱ&ȱMorrison,ȱ2003;ȱShapiroȱ 2002;ȱSynott,ȱ2004).ȱGivenȱitsȱgoalsȱofȱpromotingȱjustice,ȱcaring,ȱandȱnonȬ violence,ȱpeaceȱeducationȱisȱaȱfieldȱthatȱhasȱattractedȱlittleȱcriticismȱandȱ hasȱ beenȱ largelyȱ regardedȱ asȱ aȱ beneficialȱ andȱ progressiveȱ educationalȱ interventionȱ (GurȬZe’ev,ȱ 2001).ȱ Inȱ Canada,ȱ peaceȱ educationȱ isȱ increasinglyȱ beingȱ packagedȱ togetherȱ withȱ orȱ implementedȱ throughȱ citizenshipȱ educationȱ (Bickmore,ȱ 2002;ȱ Canadianȱ Commissionȱ forȱ UNESCO,ȱ 2002).ȱȱThisȱ allianceȱ makesȱ senseȱ whenȱ oneȱ considersȱ thatȱ theseȱ twoȱ fieldsȱ shareȱ someȱ keyȱ commonȱ goals.ȱ Asȱ Iȱ haveȱ argued,ȱ however,ȱ whenȱ peaceȱ educationȱ isȱ embeddedȱ withinȱ aȱ citizenshipȱ framework,ȱ itȱ canȱ easilyȱ beȱ coȬoptedȱ forȱ promotingȱ loyaltyȱ toȱ theȱ stateȱ andȱitsȱinstitutions.ȱMoreover,ȱwhereasȱcitizenshipȱeducationȱhasȱalwaysȱ beenȱ explicitȱ andȱ overtȱ aboutȱ itsȱ nationȬbuildingȱ aimsȱ (Evans,ȱ 2003;ȱ Glaze,ȱHogwarth,ȱ&ȱMcLeanȱ2003;ȱMitchell,ȱ2001;ȱOsborne,ȱ2005),ȱsuchȱ goalsȱareȱmoreȱinsidiousȱwhenȱapproachedȱthroughȱpeaceȱeducation.ȱ Inȱ thisȱ article,ȱ Iȱ haveȱ exploredȱ oneȱ popularȱ andȱ innovativeȱ peaceȱ educationȱ program:ȱ Cultivatingȱ Peaceȱ inȱ theȱ 21stȱ Centuryȱ (Classroomȱ Connections,ȱ2002)ȱandȱmoreȱspecifically,ȱoneȱofȱtheȱlessonsȱitȱincludesȱ calledȱ Takingȱ Action.ȱ Thisȱ lessonȱ isȱ structuredȱ aroundȱ Aȱ Viewȱ fromȱ theȱ Summitȱ(NationalȱFilmȱBoardȱofȱCanada,ȱ2001),ȱaȱdocumentaryȱfilmȱthatȱ focusesȱ onȱ theȱ 2001ȱ Freeȱ Tradeȱ ofȱ theȱ Americasȱ (FTAA)ȱ summitȱ inȱ QuebecȱCity.ȱTheȱfilmȱisȱmeantȱtoȱgiveȱstudentsȱ“aȱrealȱlifeȱcaseȱstudyȱinȱ politicalȱ activism,ȱ demonstratingȱ conceptsȱ suchȱ asȱ diversityȱ ofȱ tactics,ȱ violentȱversusȱnonȬviolentȱprotest,ȱviewsȱofȱsecurity,ȱhumanȱrights,ȱsocialȱ justiceȱ andȱ theȱ strengthsȱ andȱ weaknessesȱ ofȱ democracy”ȱ (Classroomȱ Connections,ȱ 2002,ȱ p.ȱ 12).ȱ Iȱ focusȱ onȱ theseȱ Cultivatingȱ Peaceȱ inȱ theȱ 21stȱ Centuryȱ materialsȱ toȱ makeȱ threeȱ interrelatedȱ arguments.ȱ First,ȱ usingȱ aȱ criticalȱtheoreticalȱframeworkȱthatȱrevealsȱtheȱlimitsȱofȱpeaceȱeducation,ȱIȱ argueȱ thatȱ despiteȱ commonȱ assumptionsȱ aboutȱ peaceȱ educationȱ effortsȱ strivingȱforȱsocialȱchange,ȱinȱpracticeȱitȱisȱoftenȱaȱnormalizingȱprojectȱthatȱ obscuresȱ hierarchiesȱ ofȱ power.ȱ Second,ȱ focusingȱ onȱ theȱ Takingȱ Actionȱ lessonȱ andȱ itsȱ accompanyingȱ film,ȱ Iȱ useȱ aȱ frameworkȱ forȱ identifyingȱ differentȱtypesȱofȱcitizenshipȱeducationȱprogramsȱ(Westheimerȱ&ȱKahneȱ 2004)ȱ toȱ argueȱ thatȱ despiteȱ itsȱ justiceȱ andȱ participatoryȱ citizenshipȱ 438ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱGADAȱMAHROUSEȱ themes,ȱ Takingȱ Actionȱ encouragesȱ aȱ personalȱ responsibilityȱ typeȱ ofȱ citizenshipȱ inȱ studentsȱ andȱ thatȱ thisȱ reinstatesȱ ratherȱ thanȱ challengesȱ relationsȱofȱpower.ȱThird,ȱIȱargueȱthatȱencouragingȱCanadiansȱtoȱthinkȱofȱ themselvesȱ asȱ peacefulȱ worldȱ citizens,ȱ anȱ ideaȱ thatȱ isȱ alreadyȱ widelyȱ adoptedȱinȱtheȱnationalȱimagination,ȱcanȱhaveȱtheȱeffectȱofȱreproducingȱ hegemonicȱ discoursesȱ andȱ elidesȱ Canadianȱ complicityȱ inȱ globalȱ suffering.ȱȱȱ INTERROGATINGȱȱCULTIVATINGȱPEACEȱINȱTHEȱ21STȱCENTURYȱȱ CultivatingȱPeaceȱinȱtheȱ21stȱCentury,ȱanȱinnovativeȱprogramȱwithȱstudentȱ activities,ȱ teachingȱ resources,ȱ andȱ aȱ compilationȱ ofȱ films,ȱ allȱ promoteȱ active,ȱ peaceful,ȱ democraticȱ citizenshipȱ inȱ gradeȱ 10Ȭ12ȱ socialȱ studies,ȱ history,ȱ civic,ȱ andȱ worldȱ issuesȱ classesȱ (Classroomȱ Connections,ȱ 2002).ȱ TheȱCultivatingȱPeaceȱmaterialsȱareȱproducedȱbyȱClassroomȱConnections,ȱ aȱ nonȬprofitȱ organizationȱ thatȱ providesȱ freeȱ learningȱ resourcesȱ toȱ publiclyȱfundedȱschools.ȱȱ Likeȱmostȱpeaceȱeducationȱprograms,ȱtheȱCultivatingȱPeaceȱinȱtheȱ21stȱ Centuryȱprogramȱ(henceforthȱCultivatingȱPeace)ȱpromotesȱanȱeducationalȱ approachȱthatȱchallengesȱtheȱstatusȱquo.ȱȱClassroomȱConnectionsȱdefinesȱ itsȱmandateȱasȱoneȱ“dedicatedȱtoȱinstigatingȱpositiveȱsocietalȱchangeȱbyȱ strengtheningȱ theȱ educationȱ andȱ parentingȱ ofȱ Canada’sȱ youth”ȱ (Classroomȱ Connections,ȱ 2002,ȱ p.ȱ 5).ȱ Theȱ programȱ setsȱ itsȱ objectivesȱ inȱ termsȱ ofȱ “realȱ societalȱ transformation”ȱ andȱ definesȱ itselfȱ asȱ aȱ programȱ thatȱ aimsȱ forȱ “fundamentalȱ change”ȱ (p.ȱ 5).ȱ Withȱ itsȱ dualȱ goalsȱ ofȱ cultivatingȱpeaceȱandȱpromotingȱactiveȱcitizenship,ȱCultivatingȱPeaceȱalsoȱ representsȱaȱcurrentȱ exampleȱ ofȱ howȱ theȱ fieldsȱ ofȱ peaceȱ educationȱ andȱ citizenshipȱeducationȱareȱincreasinglyȱbeingȱbroughtȱtogether.ȱȱȱ Theȱ Classroomȱ Connectionsȱ organizationȱ developedȱ theȱ Cultivatingȱ Peaceȱ programȱ collaborationȱ withȱ teachers’ȱ networksȱ andȱ majorȱ educationalȱ organizationsȱ andȱ inȱ responseȱ toȱ theȱ “tragicȱ eventsȱ ofȱ Septemberȱ2001ȱandȱtheȱescalationȱofȱconflictsȱaroundȱtheȱworld”ȱ(p.ȱ6).ȱ Theȱ educationalȱ programȱisȱ extremelyȱpopularȱ andȱhasȱ beenȱ veryȱ wellȱ received.ȱ Onȱ itsȱ website,ȱ Classroomȱ Connectionsȱ statesȱ thatȱ theȱ firstȱ ofȱ theȱtwoȱCultivatingȱPeaceȱmodulesȱ(theȱoneȱthatȱincludesȱtheȱTakingȱActionȱ lesson)ȱwasȱdeliveredȱtoȱ85ȱperȱcentȱofȱsecondaryȱschoolsȱacrossȱCanadaȱ inȱ Septemberȱ 20021ȱ andȱ thatȱ itsȱ officeȱ continuesȱ toȱ beȱ floodedȱ withȱ (RE)PRODUCINGȱAȱPEACEFULȱCANADIANȱCITIZENRYȱȱ 439ȱȱȱ requestsȱ forȱ theȱ materials.ȱ Theȱ materialsȱ gainedȱ additionalȱ prominenceȱ whenȱ theȱ organizationȱ receivedȱ aȱ Nationalȱ Peaceȱ Educationȱ Awardȱ byȱ theȱCanadianȱCentresȱforȱTeachingȱPeaceȱ(ClassroomȱConnections,ȱ2002).ȱ Atȱtheȱoutsetȱofȱthisȱcritique,ȱtwoȱcaveatsȱareȱnecessary.ȱTheȱfirstȱhasȱ toȱ doȱ withȱ theȱ challengeȱ ofȱ fairlyȱ representingȱ theȱ broaderȱ aimsȱ andȱ strengthsȱofȱtheȱcomprehensiveȱCulturalȱPeaceȱprogramȱwhileȱfocussingȱ narrowlyȱ onȱ justȱ oneȱ lesson.ȱȱOverall,ȱ Iȱ believeȱ theȱ Cultivatingȱ Peaceȱ materialsȱareȱusefulȱforȱfacilitatingȱsocialȱandȱpoliticalȱawareness.ȱMostȱ impressiveȱ areȱ itsȱ attemptsȱ toȱ historicizeȱ andȱ contextualizeȱ issuesȱ ofȱ violence.ȱForeȱexample,ȱtheȱprogramȱaddressesȱtheȱinterlockingȱcausesȱofȱ violenceȱ throughȱ aȱ handoutȱ onȱ theȱ socialȱ constructionsȱ ofȱ masculinityȱ (ClassroomȱConnections,ȱ 2002,ȱ pp.ȱ24Ȭ25).ȱ Itȱ alsoȱ includesȱ aȱlessonȱ thatȱ presentsȱ aȱ definitionȱ ofȱ violenceȱ thatȱ extendsȱ beyondȱ directȱ physicalȱ formsȱtoȱincludeȱtheȱindirectȱmentalȱandȱpsychologicalȱformsȱofȱviolenceȱ perpetuatedȱ throughȱ socialȱ andȱ politicalȱ systems.2ȱȱȱTheȱ programȱ alsoȱ delvesȱintoȱsomeȱpotentiallyȱcontentiousȱsubjectȱmatter.ȱOneȱexampleȱisȱaȱ lessonȱonȱtheȱcausesȱofȱwarȱandȱviolenceȱinȱwhichȱaȱpieceȱbyȱecofeminstȱ scholarȱVandanaȱShivaȱasksȱifȱterrorismȱcouldȱbeȱ“theȱhumanȱequivalentȱ ofȱtheȱabnormalȱbehaviourȱofȱ‘cannibalism’ȱanimalsȱexhibitȱunderȱfactoryȱ conditions”ȱ (Classroomȱ Connections,ȱ 2002,ȱ p.ȱ 22).ȱȱByȱ raisingȱ suchȱ relevantȱ yetȱ difficultȱ issues,ȱ theȱ Cultivatingȱ Peaceȱ materialsȱ rightlyȱ estimateȱ theȱ contemporaryȱ Canadianȱ highȬschoolȱ populationȱ asȱ politicallyȱ perceptive,ȱ possessingȱ aȱ capacityȱ forȱ moreȱ thanȱ aȱ simplisticȱ understandingȱofȱtheȱsocialȱandȱethicalȱissues.ȱ Theȱ secondȱ caveatȱ pertainsȱ toȱ undertakingȱ anyȱ critiqueȱ ofȱ peaceȱ education.ȱ Discussionsȱ Iȱ haveȱ hadȱ withȱ educatorsȱ inȱ theȱ fieldȱ haveȱ indicatedȱthatȱtoȱquestionȱtheȱsanctityȱofȱpeaceȱeducationȱis,ȱinȱeffect,ȱtoȱ alignȱ oneselfȱ withȱ repressionȱ andȱ violence.ȱ Theseȱ interactions,ȱ thoughȱ merelyȱ anecdotal,ȱ haveȱ revealedȱ somethingȱ toȱ meȱ aboutȱ theȱ defensivenessȱregardingȱtheȱunquestionedȱrighteousnessȱofȱeducatingȱforȱ peaceȱ andȱ nonȬviolence.ȱ Byȱ pointingȱ toȱ theȱ takenȬforȬgrantedȱ meritsȱ ofȱ peaceȱeducation,ȱIȱdoȱnotȱintendȱtoȱdiminishȱtheȱimportanceȱofȱworkingȱ
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