Creating peaceful and effective schools through a culture of care

Abstract

Many schools in New Zealand, the USA, and elsewhere, are searching for ways to respond positively to the educational achievement disparities that exist between majority culture students and students from minority ethnic and cultural communities. Most of the approaches and strategies that have been implemented to date have either failed, or had minimal positive influence. This paper presents the results of over five years of research, conducted collaboratively by the authors, that has been focused on developing the theory and practice of a 'culture of care' in schools. Using a cultural lens to interpret the findings, these replicated studies offer the promise of positively influencing the culture of schooling in the USA, New Zealand and beyond. Creating a culture of care requires schools and teachers to be cognisant of how the school and classroom values, beliefs and practices make it safe for all students to engage, to contribute, to belong and to feel confident in their own cultural identities.

Psychosocial Analyses and Actions for Promoting Restorative Schools: Indigenous Determinants Connecting Three International Sites

“…The objective of the Pedagogies of Care and Reconciliation project (PCR) was to improve relationships among people in schools and understand how this can influence learning and improve educational quality. The conceptual and methodological frameworks for the work of PCR were based on three theoretical pillars: (1) the cultural politics of forgiveness and reconciliation (Narváez 2009), (2) the ethics of care (Cavanagh et al 2012;Commins 2009;Noddings 2004), and (3) socioemotional education (Bradberry and Greaves 2009). The use of participatory action research (PAR) (Fals Borda 2001) was an appropriate methodology for achieving the PCR objective, particularly as the researchers proposed to build caring relationships with members of school communities as a model for how schools can strengthen their ability to transform systems, improve relationships, and increase the quality of education.…”

“…The Aotearoa New Zealand context showed disruptive behavior was on the rise. Of further concern was the overrepresentation of Indigenous and minority cultures in data on students excluded from schools due to behavioral issues (Cavanagh et al 2012). In the United States research site, wrongdoing and conflict at school were seen as a "pipeline to prison," particularly for Latino/Hispanic students.…”

A Story Legitimating the Voices of Latino/Hispanic Students and their Parents: Creating a Restorative Justice Response to Wrongdoing and Conflict in Schools

“…7. Culturally sustainable restorative practices: How to use the restorative justice principles of building and maintaining relationships and exercising holistic care to create a Culture of Care (Cavanagh, Macfarlane, Glynn, & Macfarlane, 2012). 8.…”

Put Your Big Girl Knickers on! The Experiences of Two Female Leaders in New Zealand Primary Schools Turning Schools Around

“…Countervailing pressures associated with cultural (Cavanagh et al, 2012), socio-economic (Ahumada et al, 2016), societal and political considerations and issues (Goldstein and Woodhouse, 2000) can be school stressors, affecting some schools to greater or lesser extent than others (Reynolds, 1995;Tomlinson, 1997;Nicolaidou and Ainscow, 2005;Muijs, 2014). School leaders may also experience countervailing pressures based on societal assumptions of who a leader is and this may include assumptions based on leaders inherited characteristics such as about gender, culture, and race.…”