Harvesting Social Change: a peace education program in three acts

Cann, Colette N.

doi:10.1080/17400201.2012.668493

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…The related literature proposes that peace education should be integrated into all levels of education, from kindergarten to higher education programs as well as non-formal educational settings (Harris, 2004;Reardon, 1988;Bajaj, 2008). However, although empirical peace education research has focused on formal schooling at various grade levels (Bickmore, 2011;Cann, 2012;Flinders, 2005;2006;Hantzopoulos, 2011;Shirazi, 2011), fewer studies have examined the complexities and offerings of peace education employed at higher education institutions. This limited literature on peace education practice in higher education concentrates on the complexities of integrating peace education into teacher education programs.…”

Section: Literature Review and The Contextmentioning

confidence: 99%

Kişisel Rönesans Mekanı olarak Üniversite: Öğretmen Adaylarının Barışı Öğrenme ve Öğretme Aracı Olarak Üniversite Yaşantıları

Erden-Başaran

Gursel-Bilgin

2023

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This phenomenological study aims to understand how future-teachers’ university setting has become a personal awakening place to reflect on their past schooling experiences and build plans as peace agents. In other words, this study argues that university experience, if meaningfully constructed to promote peace, equips future-teachers with the necessary skills to teach peace, and it could help future teachers about critically reflecting their past learnings upon the negative peace and violence. It transforms these learnings into positive peace in the end. Drawing from Freire’s (1970) critical consciousness and Giroux’s (1981,1988, 2010) conceptualization of teachers as transformative intellectuals, the findings suggest that universities by building inclusive, peaceful, democratic, and diverse communities, can help their students to gain the awareness of systematic oppression and structural violence (re)produced by patriarchal, political and social discourses, and it develops motivation to incorporate peace (education) in their professional practices.

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Section: Literature Review and The Contextmentioning

confidence: 99%

Kişisel Rönesans Mekanı olarak Üniversite: Öğretmen Adaylarının Barışı Öğrenme ve Öğretme Aracı Olarak Üniversite Yaşantıları

Erden-Başaran

Gursel-Bilgin

2023

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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“…Conflict resolution can serve as a springboard in enhancing underserved communities’ capacity for peacebuilding, which, when sustained longer term, can have an impact at the structural and cultural levels. Some studies suggest that effective and culturally responsive peace education strategies train those from within the community to be “peace educators” and resolve conflicts using nonviolence approaches (Buck, 2017; Cann, 2012; Morrison et al, 2011). To this end, Brantmeier (2007) called for community-based collaborations to be more commonplace components of peace education, which supports the framing of participatory learning as part of a transformative model (Turay & English, 2008).…”

Section: Constructing Peacementioning

confidence: 99%

Examining conflict mediation to prevent violence through multisector partnerships.

Stewart¹,

Jessop²,

Watson-Thompson³

2021

Peace and Conflict: Journal of Peace Psychology

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Interpersonal conflict requires interventions that reach community members across settings to develop peaceful conflict resolution skills. This article presents a case study from Aim4Peace, a multicomponent violence prevention initiative to prevent community gun violence based on the Cure Violence (formerly Ceasefire Chicago) model. The article presents types of violence and a framework for understanding contributing factors, followed by approaches to understanding and strategies for constructing peace. The Aim4Peace program is described, including a community-academic partnership with behavioralcommunity psychologists, through which collaborative action and evaluation occur with trusted partners across community sectors to provide nonviolent alternatives across socioecological levels. Next, we describe participatory evaluation methods for examining the underlying processes that support Aim4-Peace's efforts to build a culture of peace through conflict mediation and resolution strategies. Descriptive data are presented for how Aim4Peace implemented peace education processes through multisector partnerships. The article discusses process and proxy outcomes of the program and concludes with comments on multidisciplinary action and research for addressing large-scale problems such as violence. Public Significance StatementInterpersonal conflict can contribute to violence experienced by individuals, groups, and communities. Multisector approaches to evaluate and support conflict mediation training and interventions across different settings and sectors of the community are important to ensure peaceful conflict resolutions, which may aid in preventing and reducing interpersonal and community violence.

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“…It was Ms. Mungal's ineffectual approaches to addressing student violence and indiscipline that compelled her praxis of care; she soon recognized students' material violence, oppositionality and indiscipline as symptoms and not the roots of the issues. In expounding on caring theory and the relationship between the carer and the cared for, Cann (2012) notes that 'key to this relationship is true dialog in which the carer acts not only in the best interest of the cared for, but based on what it is the cared for has expressed as a need' (218; Noddings 2012a, 773). 15 Ms. Mungal's students were yearning for loving, caring relationships, and by embracing authentic dialogue and respectful engagement, she began to access their worlds, and in so doing transcended a very entrenched colonial and hierarchical teacher/student relationality.…”

Section: Teachers' Nascent Praxes Of Carementioning

confidence: 99%

Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad

Williams

2016

Journal of Peace Education

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Zero tolerance, punitive and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings' postulations on care and Freire's notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic of coloniality that reinforces hierarchy, exclusion, and marginalization in the Trinidadian educational system. I conclude by contending that these nascent praxes must be scaled-up to more mature, radical praxes, including the cultivation of a systemic praxis of care; in other words, a deeper and broader postcolonial peace education.

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Harvesting Social Change: a peace education program in three acts

Cited by 7 publications

References 10 publications

Kişisel Rönesans Mekanı olarak Üniversite: Öğretmen Adaylarının Barışı Öğrenme ve Öğretme Aracı Olarak Üniversite Yaşantıları

Kişisel Rönesans Mekanı olarak Üniversite: Öğretmen Adaylarının Barışı Öğrenme ve Öğretme Aracı Olarak Üniversite Yaşantıları

Examining conflict mediation to prevent violence through multisector partnerships.

Teachers’ nascent praxes of care: potentially decolonizing approaches to school violence in Trinidad

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