Schooling for violence and peace: how does peace education differ from ‘normal’ schooling?

Harber, Clive; Sakade, Noriko

doi:10.1080/17400200903086599

Cited by 91 publications

(51 citation statements)

References 9 publications

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“…Most research in peace education depicts peace education programs that utilize regular teachers (Harber & Sakade, 2009, is a notable exception) or depict interventions that are very short in length, some only eight hours over a weekend (Morrison, Austed, & Cota, 2011). The peace education program described in this study, however, is quite different.…”

mentioning

confidence: 59%

“…M any significant empirical studies have measured the impact of peace education programs in different contexts (Brantmeier, 2007;Casella, 2000;Harber & Sakade, 2009;Johnson & Johnson, 2001;Kester, 2008;Morrison, Austed, & Cota, 2011;Nevo & Brem, 2002;Stevahn, Johnson, Johnson, Schultz, 2002), but few studies direct sufficient attention onto program implementation (Hantzopoulos, 2011;Orpinas, Kelder, Murray, Fourney, et al,1996). This paper aims to remediate this research gap by focusing more broadly on how teachers implement a comprehensive peace education program at one urban Latino K-8 private Catholic school in a Midwestern community marked by well-documented structural and oppressive violence.…”

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confidence: 99%

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

Buck

2016

JOCE

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confidence: 59%

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confidence: 99%

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

Buck

2016

JOCE

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“…It seems that the cultural homogeneity in a community also contributes to the creation of a peaceful atmosphere. A sense of togetherness in a cultural values system and the process of minority enculturation also contribute to create a peaceful atmosphere (Gunderson, 1937;Harber & Sakade, 2009;Lombardo & Polonko, 2015;Navarro Castro & Nario Galace, 2008).…”

Section: Data Collection Dan Analysismentioning

confidence: 99%

Perspectives of peaceful school on vocational school Students: A narrative research

Susanto

Kartadinata

Ilfiandra

2017

j. psikol. pendidik.

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This paper aims to explore the school of peace in the perspective of students in vocational schools. School peace suspected as one of the factors that will determine the formation and behavior of student achievement in school. The narrative method chosen in this study whereas the focus of the study follows the excavation methods offered by Mishler. The study conducted showed that every student has no experience of peace in schools. However, students can receive no peace until he lost condition at meal time. The findings further that there are three things that make students not peaceful, the rules of the school, peer relationships, and the demands of parents and schools.

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“…Without a doubt, betting on an education that encourages social inclusion constitutes a goal of the present-day educational system (Callado, Molina, Pérez, & Rodríguez, 2015) and learning to live together is still one of the main aims of education at an international level (UNESCO, 2015). From this perspective, a need exists to train teachers in strategies that advocate peaceful and stereotype-free coexistence (Harbera & Sakade 2009;Herrera & Bravo, 2012;Puig & Morales 2015).…”

Section: Introductionmentioning

confidence: 99%

Towards School Transformation. Evaluation of a Coexistence Program from the Voice of Students and Teachers

Vidal

Raga

López-Martín

2016

J. New Approaches Educ. Res.

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Learning to coexist continues to be one of the challenges faced by the current educational system, especially for those schools located in contexts at risk of social exclusion where the violence rate increases on a daily basis. The main aim sought by the present study consists in assessing the impact of a program developed at an educational center located in a vulnerable neighborhood of the city of Valencia (Spain). It is a quasi-experimental, pretest-posttest research with a control group that involved a total of 109 teachers and students. It deserves to be highlighted that this paper forms part of a broader research initiative, for which reason the results obtained in the qualitative part through the implementation of a content analysis are presented. The results show the success of the program applied in accordance with the perceptions of the teachers and students involved, who state that all the program strategies have significantly improved school coexistence.

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Schooling for violence and peace: how does peace education differ from ‘normal’ schooling?

Cited by 91 publications

References 9 publications

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

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

Perspectives of peaceful school on vocational school Students: A narrative research

Towards School Transformation. Evaluation of a Coexistence Program from the Voice of Students and Teachers

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