This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics necessary in the formal school setting to employ Freirean dialogue.

This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an “integrated peace education.”

No abstract

No abstract

The present study investigated the influence of YouTubers on adolescents’ identity construction by exploring interactions between YouTubers and adolescents. Towards this goal, this study intended to understand the YouTubers’ role in adolescents’ lives in terms of mindset and daily practices. In this qualitative research, the data was collected from 10 adolescents through semi-structured interviews in order to get in-depth information about the identity experiences of adolescents. The data were analyzed through the interpretative phenomenological analysis method. The results of the study revealed that YouTubers guided adolescents to become integrated into the society by noticing the similar aspects of their identities such as feelings, thoughts, and beliefs. On the other hand, YouTubers have been found to assist adolescents to discover their individuality through their videos and comments of other viewers on these videos. Also, it has been observed that the exploration option and range of social interactions extended thanks to YouTubers. However, adolescents sometimes overly identified themselves with YouTubers, imitated them and implemented YouTubers’ recommendations without questioning. As a result, the practical implications for parents, counselors, and authorities are discussed.