The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lear's (2006) notion of «radical hope» are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children's experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers' college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.

Contents: Hans Smits/Rahat Naqvi: Framing Peace and Radical Hope: Confronting Precariousness - Ashley Pullman/Chris Nichols: Framing Peace-by-Piece: How to Teach Peace to a Subject that Is Continually in Crisis - Mark Helmsing: Case Study: Coming up against the World in Social Studies Education: Framing Peace - Dalene Swanson: Frames of Ubuntu: (Re)Framing an Ethical Education - Nathan Moyo/Maropeng Modiba: Case Study: How Do We Educate So «That the People of This Precious Earth ... May Live»? Rethinking the History Curriculum in Zimbabwe - Diane P. Watt: Framing Peace as Tensioned Engagement - Farouk Mitha: Case Study: Framing Muslims/Framing Americans: Teaching about Islamophobia and Anti-Americanism in Peace Education - Jennifer A. Tupper: Curricular Spaces of Renewal: Toward Reconciliation - Kimberly Meredith: Case Study: Framing Peace in a Multilingual Context - Dorothy D. Vaandering: Between Being «Acted upon and Acting»: An Educator's Experience in Framing Peace through Restorative Justice - Catherine Baillie Abidi: Case Study: Exploring Humanitarian Law: Perspectives from Educators and Youth in Atlantic Canada - Linda Radford/Nicholas Ng-A-Fook: Framing Radical Hope with Forbidden Cities: Curriculum, Social Networks, and a Literacy of Dreams - Toby Emert: Case Study: Aesthetic Responses to Cultural Displacement: Using Autobiography, Poetry, and Digital Storytelling with Refugee Boys - Debbie Sonu: For the Sake of Diplomacy: The Educational (Im)Possibility of Peace Teaching in Elementary School - Marilyn Cullen-Reavill: Case Study: The Glorification of War: How Elementary Curriculum Frames Students' Perceptions - Chris Loeffler: Case Study: Queries as a Frame for Peace Education in the Elementary Classroom - Jennifer A. Barnett: Sexuality and Life Grievable - Shira Eve Epstein: Case Study: Asking Questions and Building Hope: A Proposal for Youth Civic Engagement Projects - Dalya Yafa Markovich: Does Teaching about the «Other» in Teachers' Training Really Matter? Jewish and Palestinian Students in Intercultural Educational Activity - Farhat Shahzad: Case Study: Engaging Youth in Framing the War: Canadian University Students - Dawn Wiseman/Tracy Onuczko/Florence Glanfield: Resilience and Hope in the Garden: Intercropping Aboriginal and Western Ways of Knowing to Inquire into Science Teacher Education - Maria del Carmen Rodriguez de France: Case Study: Indigenous Epistemologies as Embodied Learning and Knowing.