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Curriculum, Teaching  & Learning
Kathy Bickmore

Kathy Bickmore

phone: (416) 978-0237

Department: Curriculum, Teaching and Learning

Research Overview

Kathy Bickmore is Professor in Curriculum & Pedagogy (CTL department) and engaged the Comparative International and Development Education specialization at OISE, University of Toronto. She teaches comparative democratic citizenship and conflict/peacebuilding education, and critical curriculum and pedagogy studies. Funded research (2013-2020) includes Peace-Building Citizenship Learning in Contexts affected by Violence: School Connections with Life Experience in International Perspective, on gaps and intersections between young people's lived experiences of citizenship and what/how they were taught in public schools in violent neighborhoods, in Canada, Mexico, Bangladesh and Colombia. She was guest editor of Curriculum Inquiry theme issue (44:4 September 2014) on Peace-building (in) Education: Democratic Approaches to Conflict in Schools and Classrooms, and co-editor of Comparative and International Education: Issues for Teachers (2nd edition 2017). She received the 2010 OISE Distinguished Contributions to Teaching Award, and the 2012 William Kreidler Award for Distinguished Service to the Field of Conflict Resolution Education.
Previous research includes PeaceBuilding Dialogue in Schools (2009–2013): case studies of eleven teachers’ classroom work demonstrating the feasibility and principles of dialogic pedagogies addressing divergent views on contentious questions in public classrooms, thereby engaging diverse students in peacebuilding-relevant learning opportunities. An earlier study, Safe and Inclusive Schools, examined what selected Canadian urban public school districts did to address challenges of violence and constructive conflict learning, including efforts for 'peacekeeping' (surveillance and restriction to establish security control) and 'peacebuilding' (systemic changes to overcome injustice tensions, educate, and empower constructive conflict handling), in public schools serving diverse student populations. Earlier work included the UN University for Peace in Costa Rica, a rural Jamaican high school, anti-bullying in Japan, and civic education in Tula, Russia.

Curriculum Vitae

Academic History

Ph.D. Stanford University Education (Comparative/International) 1991

M.A. University of Iowa (Social Studies Education) 1987

B.A. Oberlin College (Sociology & Peace Education) 1979

Teaching Overview

Dr. Bickmore teaches the following courses (first 3 = also CIDE):

CTL 1312 Democratic Citizenship Education
CTL 1318 Teaching Conflict & Conflict Resolution: Theory & Practice
CTL 1330 Education and Peacebuilding in Conflict Zones
CTL 1000 Foundations of Curriculum Studies
VIC 262 Communication and Conflict Resolution (Victoria College)

Representative Publications


Kathy Bickmore, Ruth Hayhoe, Caroline Manion, Karen Mundy & Robyn Read (Editors, 2017). Comparative and International Education: Issues for Teachers, 2nd revised & expanded edition. Toronto: Canadian Scholars Press.

Includes Bickmore Chapter 10:  Conflict, Peace-building, and Education: Rethinking Pedagogies in Divided Societies, Latin America, and around the World.


Bickmore, Kathy & Fathallah, Rim. (Forthcoming 2021). Teaching Social Justice amidst Violence: Youth and Enacted Curricula in Canada, Bangladesh, and México.  In Abdi, Ali, Misiaszek, Greg (Editors) International Handbook on Critical Theories of Education. Palgrave.

Bickmore, Kathy & Barrero, Diana (Forthcoming 2021). Globalized Local Environmental and Resource Conflicts in Mexican and Canadian Youths’ Lives and Schooling: Silenced Citizenship Questions.  In Kubow, P, Strong, K, Webster, N & Miranda, D. Contestations of Citizenship: Children and Youth, Democracy, and Education in an Era of Global Change (Routledge).  

Bickmore, Kathy, & Kaderi, Ahmed Salehin. (2021). Teaching Values for Comprehensive Just Peace? Teachers’ Curricula for Social Cohesion in México, Bangladesh and Canada. Chapter 7 in Candice Carter (Ed.), Teaching and Learning for Comprehensive Citizenship: Global Perspectives on Peace Education (pp. 114-140). New York and Abingdon, UK: Routledge.

Bickmore, Kathy (2018). Education for Democratic Peacebuilding amid Gendered Violence:  Youth Experience and Schooling in Mexico, Bangladesh and Canada. Chapter 13 in Drinkwater, M., Rizvi, F., & Edge, K. (Eds.), Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (pp. 261-284) London, UK: Bloomsbury

Bickmore, Kathy (2017). Conflict, Peace-building, and Education: Rethinking Pedagogies in Divided Societies, Latin America, and around the World. Chapter 10 in Kathy Bickmore, Ruth Hayhoe, Caroline Manion, Karen Mundy & Robyn Read (Editors), Comparative and International Education: Issues for Teachers, 2nd edition (pp. 268-299). Toronto: Canadian Scholars Press.

Bickmore, Kathy (2015). Incorporating Peace-Building Citizenship Dialogue in Classroom Curricula:  Contrasting Cases of Canadian Teacher Development. In Régis Malet & Suzanne Majhanovich (Eds.), Building Democracy in Education on Diversity. Rotterdam, Netherlands: Sense Publishers, pp.17-39.

Bickmore, Kathy (2015). Keeping, making, and building peace in school. In Walter Parker (Editor), Social Studies Today: Research and Practice, 2nd Edition.  NY: Routledge, 238-245.


Parker, Christina & Kathy Bickmore (2020). Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue.  Teaching and Teacher Education 95.

Bickmore, Kathy (2017). Listening to Children in Dialogue. A Response to ‘‘State Your Defense!’ Children Negotiate Analytic Frames in the Context of Deliberative Dialogue.’ Democracy and Education 25(2).

Bickmore, Kathy, Ahmed Salehin Kaderi & Ángela Guerra-Sua (2017). Creating Capacities for Peace-Building Citizenship:  History and Social Studies Curricula in Bangladesh, Canada, Colombia, and México. Journal of Peace Education 14(3), 282-309.

Bickmore, Kathy, Yomna Awad  & Angelica Radjenovic. (2017). Voices of Canadian and Mexican Youth Surrounded by Violence: Learning experiences for peace-building citizenship. Research in Comparative and International Education (Theme issue: Revisiting Peace Education: Bridging Theory and Practice). March, 26-45.

Nieto, Diego, & Bickmore, Kathy. (2017). Immigration and emigration: Canadian and Mexican youth making sense of a globalized conflict. Curriculum Inquiry, 47(1), 36-49.

Nieto, Diego, & Bickmore, Kathy. (2016). Citizenship and Convivencia Education in Contexts of Violence: Transnational challenges to peacebuilding education in Mexican schools (Educación Ciudadana y Convivencia En Contextos De Violencia: Desafíos transnacionales a la construcción de paz en escuelas de México). Revista Española de Educación Comparada(28), 109-134. doi:10.5944/reec.28.2016.17087

Bickmore, Kathy & Parker, Christina (2014). Constructive Conflict Talk in Classrooms: Divergent Approaches to Addressing Divergent Perspectives. Theory and Research in Social Education 42(4), 291-335. doi: 10.1080/00933104.2014.901199

Bickmore, Kathy (2014). Peacebuilding Dialogue Pedagogies in Canadian Classrooms. Curriculum Inquiry 44(4, September), 553-582. doi: 10.1111/curi.12056

Bickmore, Kathy (2014). Citizenship Education in Canada: ‘Democratic’ Engagement with Differences, Conflicts, and Equity Issues? Citizenship Teaching and Learning 9(3), 257-278.

Bickmore, Kathy (2013). Políticas y programas para escuelas más seguras: ¿Las medidas ‘contra el bullying’ obstruyen a la educación para la construcción de paz? [In Spanish] Revista Iberoamericana de Evaluación Educativa, 6(2), 37-71. ISSN: 1989-0397 .

Parker, Christina & Bickmore, Kathy (2012). Conflict Management and Dialogue with Diverse Students: Novice Teachers’ Approaches and Concerns. Journal of Teaching and Learning 8(2), 47-63.

Bickmore, Kathy (2011). Policies and programming for safer schools: Are ‘anti-bullying’ approaches impeding education for peacebuilding? Educational Policy 25(4, July), 648 - 687.

Bickmore, Kathy & Angela MacDonald (2010). Student leadership opportunities for making ‘peace’ in Canada’s urban schools: Contradictions in practice. Interamerican Journal of Education for Democracy/ Revista Interamericana de Educación para la Democracia 3(2), 125-152.

Research Grants and Contracts

Year: 2013
Individual Principal Investigator
Grantor: SSHRC (IG)
Purpose: Research grant: Peace-building Citizenship Learning in Canada and Mexico: School Connections with Life Experience
Amount: $417 901

Year: 2012
Co-Investigator with David Ast
Grantor: Inquiry Into Practice (OISE/University of Toronto)
Purpose: Research grant: Critical global citizenship: Teaching for student engagement and action
Amount: $5000

Year: 2009
Individual Principal Investigator
Grantor: SSHRC (GRG)
Purpose: Research grant: Peacebuilding Dialogue in Schools: Circle Processes for Restorative Problem-Solving and Democratic Learning
Amount: $124 110

Year: 2008
Co-Investigator with Bi-national group
Grantor: International Council for Canadian Studies International Research Linkage Programme
Purpose: International research linkage, proposal developmt with U. Birmingham CIER
Amount: $ 9 850

Honours and Awards

William Kreidler Award for Distinguished Service to the Field of Conflict Resolution Education, Association for Conflict Resolution 2012

Distinguished Contributions to Teaching Award, OISE 2010

Exemplary Dissertation Award, National Council for the Social Studies; 1993

Professional Activities

Director, Comparative International and Development Education Centre and Collaborative Specialization, 2008-2009 and 2018-2021

University of Toronto Faculty Association Council, 2011-2021

Canadian representative, Peace Education Commission of International Peace Research Association, 2000-2006 & 2008-present

President, Peace Education Special Interest Group of American Educational Research Association, 4/2013-2014 and 4/2005-2006

President and Steering Committee, Citizenship Education Research Network of the Canadian Society for Studies in Education, 5/2005-2007

Association for Conflict Resolution: ACR Board of Directors founding member 2000-2003, Education Section Co-Chair and Steering Committee 2003-2007

Editorial Consultant, Curriculum Inquiry, 2006-present
Editorial Board, Canadian and International Education, 2012-present
Editorial Board, Journal of Peace Education, 2007-present
Editorial Board, Theory and Research in Social Education, 1995 - 2003 & 2007-present