Culturally Responsive Peace Education: A Case Study at One Urban Latino K-8 Catholic School

Buck, Brandon

doi:10.15365/joce.2001022016

Cited by 7 publications

(4 citation statements)

References 36 publications

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“…Consistent with Dallavis's (2011Dallavis's ( , 2014 findings, Buck (2016), Woodrow (2018), and Bradley-Levine and each studied single urban Catholic schools or programs in schools that intentionally enacted CST-aligned pedagogy, yet found that these schools and programs succeeded largely in part due to specific organizational support for these practices. Consistent with Scanlan's (2008) findings, Aldana (2015 and Fuller and Johnson (2014) in their case studies of urban Catholic high schools found that inequitable and exclusionary pedagogical practices became harder to subvert when certain organizational demands took precedence over enacting mission-aligned practice.…”

Section: Enactment Of An Organizational Identity Rooted In Catholic Social Teachingmentioning

confidence: 73%

“…Though this understanding of social justice has evolved over time and has always been contested within the Catholic community, the general precepts of CST as articulated by leaders within the institutional Church have helped Catholic school educators connect their professional practice to a communal organizational identity (Miller, 2007). Several of the reviewed studies in this cluster assessed the ways Catholic educators have made sense of this CST-informed identity and evaluated the limits of the enactment of CST in their practice serving low-income students, students of color, and other students from historically marginalized communities (Aldana, 2015;Bradley-Levine & Carr, 2015;Buck, 2016;Dallavis, 2011Dallavis, , 2014Fuller & Johnson, 2014;Scanlan, 2008;Woodrow, 2018).…”

Section: Enactment Of An Organizational Identity Rooted In Catholic Social Teachingmentioning

confidence: 99%

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Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

et al. 2021

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Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and students of color. In an era of declining Catholic school enrollments, urban Catholic school advocates have argued that urban Catholic school closures would deny these students one of the best educational opportunities available to them. However, there have been few attempts in recent years to synthesize research in, on, and about urban Catholic schools to see if the sector's historical legacy is still present. In this article, we systematically reviewed 80 recently published empirical research studies focused at some level on the effects, operations, and reforms currently present in urban Catholic education. We found that while positive effects of urban Catholic schools on student outcomes can still be identified, these effects are not consistently present in all urban Catholic schools and there is little evidence to suggest that the sector as a whole has enacted the social justice mission for which it is best known. In light of these findings, we conclude our review with suggestions for future research that connects urban Catholic schooling to contemporary issues present across all U.S. urban education.

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Section: Enactment Of An Organizational Identity Rooted In Catholic Social Teachingmentioning

confidence: 73%

Section: Enactment Of An Organizational Identity Rooted In Catholic Social Teachingmentioning

confidence: 99%

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

et al. 2021

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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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“…People around the world experience and encounter different types of violence and conflicts stemming from several reasons. Gender (Borg & Grech 2014;Manojlovic 2018 andSnauwaert, 2019), religion (Billings Chilcoat 2017;Borg &Grech, 2014 andManojlovic 2018), ethnicity or racism (Billings Chilcoat, 2017;Borg & Grech, 2014;Buck, 2016;Costa & Ivenicki, 2016;Harris, 2004;Manojlovic, 2018;Ooko, Muthomi, & Odhiambo, 2015;Ubogu, 2016 andVerma, 2017), color (Manojlovic, 2018), language (Manojlovic, 2018), oppression (Verma, 2017), militarism (Snauwaert, 2019), terrorism (Agnihotri, 2017), extremism (Manojlovic, 2018), stereotypes (Agnihotri, 2017;Costa & Ivenicki, 2016), prejudices (Agnihotri, 2017 andCosta &Ivenicki, 2016) and sexuality (Borg &Grech, 2014 andHarris, 2004) may lead to violence and conflicts among people. Such violence and conflicts may create asymmetrical power relations in society (Bajaj, 2015 andBorg &Grech, 2014), social and economical disparities and inequalities (Agnihotri, 2017 andBajaj, 2015), genocide (Harris, 2004), marginalized or disadvantaged groups (Bajaj, 2015 andVerma, 2017) and ecocide…”

Section: Introductionmentioning

confidence: 99%

Evaluating an English Language Teaching Program in terms of Peace Education

Yastıbaş¹

2020

education

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The present study aimed to evaluate the new English Language Teaching Program (ELTP) of the 12th grade in Turkey in terms of peace education. It was designed as qualitative research. The new ELTP of the 12th grade was used to collect data. The data were analyzed through document analysis. The findings indicated that the new ELTP was integrated with peace education in its nine units through the themes, target language functions, and learning objectives of the units. The findings also showed that the new ELTP could teach students personal peace, peace with the human family, and peace with nature. The findings were discussed in light of the literature.

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Culturally Responsive Peace Education: A Case Study at One Urban Latino K-8 Catholic School

Cited by 7 publications

References 36 publications

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

Examining the Legacy of Urban Catholic Schooling in the U.S.: A Systematic Literature Review

Examining conflict mediation to prevent violence through multisector partnerships.

Evaluating an English Language Teaching Program in terms of Peace Education

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