Pub Date : 2022-01-02DOI: 10.1080/17400201.2022.2039599
Evelyn Palma Flores, Natalia Albornoz Muñoz
ABSTRACT This article presents an analysis of historical thinking operations deployed in a student debate on Chile’s difficult past. A discussion was held in a public school during the second semester of 2019 on sensitive issues in recent history. Twenty-seven students between eleven and fourteen years of age participated in the activity, corresponding to the sixth grade of primary education. The results indicate that the students are active thinkers of past events through operations such as identification and historical empathy. According to the debate, these operations unfold through the categories of family affiliation and social class from which they identify and empathise with the actors of the past and the temporal relationship with their own experience. The article concludes with some insights about peace education in post-conflict societies where the past conflict remains in the present.
{"title":"Between identification and empathy to elaborate the difficult past: an experience of a classroom debate with Chilean children","authors":"Evelyn Palma Flores, Natalia Albornoz Muñoz","doi":"10.1080/17400201.2022.2039599","DOIUrl":"https://doi.org/10.1080/17400201.2022.2039599","url":null,"abstract":"ABSTRACT This article presents an analysis of historical thinking operations deployed in a student debate on Chile’s difficult past. A discussion was held in a public school during the second semester of 2019 on sensitive issues in recent history. Twenty-seven students between eleven and fourteen years of age participated in the activity, corresponding to the sixth grade of primary education. The results indicate that the students are active thinkers of past events through operations such as identification and historical empathy. According to the debate, these operations unfold through the categories of family affiliation and social class from which they identify and empathise with the actors of the past and the temporal relationship with their own experience. The article concludes with some insights about peace education in post-conflict societies where the past conflict remains in the present.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"25 - 46"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48640460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17400201.2022.2051003
T. Hà, A. Bellot, Thuy Thu Thi Le
ABSTRACT The present case study explores the reception of American War literature among Vietnamese high-school students. In April and May 2020, seventy-seven seventeen-year-old students from Lê Hồng Phong High School for the Gifted (Hồ Chí Minh City) participated in this study by answering Google form surveys about literary texts that form part of the Vietnamese national curriculum. The main findings show that 86% of the students deem it necessary to study literary works about the American War because of the historical and documentary value they provide. A vast majority of participants (95%) would be interested in reading literary texts written by American authors to learn about the war from a transnational perspective. This would require an alternative approach to the teaching of the American War in general, and its literary works in particular, with a revision of the national curriculum to include a wider variety of texts and authors.
{"title":"High-school students’ perception of the American War through literature: a case study from Hồ Chí Minh City, Vietnam","authors":"T. Hà, A. Bellot, Thuy Thu Thi Le","doi":"10.1080/17400201.2022.2051003","DOIUrl":"https://doi.org/10.1080/17400201.2022.2051003","url":null,"abstract":"ABSTRACT The present case study explores the reception of American War literature among Vietnamese high-school students. In April and May 2020, seventy-seven seventeen-year-old students from Lê Hồng Phong High School for the Gifted (Hồ Chí Minh City) participated in this study by answering Google form surveys about literary texts that form part of the Vietnamese national curriculum. The main findings show that 86% of the students deem it necessary to study literary works about the American War because of the historical and documentary value they provide. A vast majority of participants (95%) would be interested in reading literary texts written by American authors to learn about the war from a transnational perspective. This would require an alternative approach to the teaching of the American War in general, and its literary works in particular, with a revision of the national curriculum to include a wider variety of texts and authors.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"91 - 121"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49467720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17400201.2021.2003763
Hilary Lustick
ABSTRACT How can restorative justice, an increasingly common alternative to zero tolerance discipline, serve as an opportunity to both close the racial discipline gap and promote more critical awareness of structural inequality? Using Knight and Wadhwa’s (2014) concept of critical restorative justice, I analyzed interviews with youth leaders and staff at one urban charter high school who strove to implement schoolwide restorative justice practices with an explicit lens toward resisting structural oppression and the schools to prison pipeline. Despite evidence of this explicit commitment, participants still tended to favor exclusionary discipline, particularly to maintain order. It may benefit leaders to anticipate the countervailing pressures they will encounter as they try to enact restorative justice practices within districts and communities that are accustomed to punishment and order as markers of ‘good’ leadership. There also needs to be a greater emphasis on the words and deeds that contribute to ‘critical restorative justice,’ since restorative justice is so often discussed as a means for reducing the schools to prison pipeline without detailed attention to how it will disrupt traditional patterns of power and discipline in school.
{"title":"Schoolwide critical restorative justice","authors":"Hilary Lustick","doi":"10.1080/17400201.2021.2003763","DOIUrl":"https://doi.org/10.1080/17400201.2021.2003763","url":null,"abstract":"ABSTRACT How can restorative justice, an increasingly common alternative to zero tolerance discipline, serve as an opportunity to both close the racial discipline gap and promote more critical awareness of structural inequality? Using Knight and Wadhwa’s (2014) concept of critical restorative justice, I analyzed interviews with youth leaders and staff at one urban charter high school who strove to implement schoolwide restorative justice practices with an explicit lens toward resisting structural oppression and the schools to prison pipeline. Despite evidence of this explicit commitment, participants still tended to favor exclusionary discipline, particularly to maintain order. It may benefit leaders to anticipate the countervailing pressures they will encounter as they try to enact restorative justice practices within districts and communities that are accustomed to punishment and order as markers of ‘good’ leadership. There also needs to be a greater emphasis on the words and deeds that contribute to ‘critical restorative justice,’ since restorative justice is so often discussed as a means for reducing the schools to prison pipeline without detailed attention to how it will disrupt traditional patterns of power and discipline in school.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"1 - 24"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43681704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1007/978-3-030-74788-6
Mohamad Saripudin
{"title":"Childhoods in peace and conflict","authors":"Mohamad Saripudin","doi":"10.1007/978-3-030-74788-6","DOIUrl":"https://doi.org/10.1007/978-3-030-74788-6","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"397 - 398"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46648172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17400201.2022.2051002
Devon Abbey, B. Wansink
ABSTRACT In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge and understanding of conflicting historical narratives has become a matter of educational urgency. Conversely, a framework for effective teacher training that prepares teachers to activate and facilitate the exchange of multiple perspectives has yet to be identified. This qualitative and exploratory research aims to answer the questions, what boundaries do expert teacher trainers believe that teachers in post-conflict societies encounter when brokering multiple perspectives in the classroom? Which teaching or training methods can teacher trainers use to help teachers reduce the impact of these boundaries? To advance the use of multiperspectivity in post-conflict history education and enhance history-teacher training design. Semi-structured interviews were conducted with twelve experts in history-teacher training to answer these questions. The expert’s statements were openly and axially coded using Bronfenbrenner’s (1979) Ecological Systems Theory as an analytical lens. Identifying ten personal or environmental boundaries to brokering multiperspectivity in the classroom, and two training approaches to help teachers establish continuity between their multiperspectivity training and day-to-day teaching practices. Further providing actionable recommendations for educators, non-governmental organizations, and educational scientists.
{"title":"Brokers of multiperspectivity in history education in post-conflict societies","authors":"Devon Abbey, B. Wansink","doi":"10.1080/17400201.2022.2051002","DOIUrl":"https://doi.org/10.1080/17400201.2022.2051002","url":null,"abstract":"ABSTRACT In post-conflict societies marked by strong negative stereotypes or delicate and sometimes unstable political contexts, teaching both knowledge and understanding of conflicting historical narratives has become a matter of educational urgency. Conversely, a framework for effective teacher training that prepares teachers to activate and facilitate the exchange of multiple perspectives has yet to be identified. This qualitative and exploratory research aims to answer the questions, what boundaries do expert teacher trainers believe that teachers in post-conflict societies encounter when brokering multiple perspectives in the classroom? Which teaching or training methods can teacher trainers use to help teachers reduce the impact of these boundaries? To advance the use of multiperspectivity in post-conflict history education and enhance history-teacher training design. Semi-structured interviews were conducted with twelve experts in history-teacher training to answer these questions. The expert’s statements were openly and axially coded using Bronfenbrenner’s (1979) Ecological Systems Theory as an analytical lens. Identifying ten personal or environmental boundaries to brokering multiperspectivity in the classroom, and two training approaches to help teachers establish continuity between their multiperspectivity training and day-to-day teaching practices. Further providing actionable recommendations for educators, non-governmental organizations, and educational scientists.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"67 - 90"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48094359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17400201.2022.2030688
A. Steele, Tove Leming
ABSTRACT Teachers’ intercultural understanding has a growing importance in teacher education. In a society with more diverse classrooms, there is an increasing need for teachers with a broad intercultural understanding. Student teachers who have had school practice in different cultural settings have a broader understanding of their multicultural pupils and are better equipped for related challenges and opportunities. This is paramount in classrooms including pupils of migrant and refugee backgrounds. In the field, there has been a growing understanding for this matter and there have been multiple studies of multicultural student teacher practice. However, further research is needed to understand the competence student teachers get from diverse school practice. Therefore, our focus is to explore to what extent student teachers can gain intercultural competence and professional development from practice in different cultural contexts.
{"title":"Exploring student teachers’ development of intercultural understanding in teacher education practice","authors":"A. Steele, Tove Leming","doi":"10.1080/17400201.2022.2030688","DOIUrl":"https://doi.org/10.1080/17400201.2022.2030688","url":null,"abstract":"ABSTRACT Teachers’ intercultural understanding has a growing importance in teacher education. In a society with more diverse classrooms, there is an increasing need for teachers with a broad intercultural understanding. Student teachers who have had school practice in different cultural settings have a broader understanding of their multicultural pupils and are better equipped for related challenges and opportunities. This is paramount in classrooms including pupils of migrant and refugee backgrounds. In the field, there has been a growing understanding for this matter and there have been multiple studies of multicultural student teacher practice. However, further research is needed to understand the competence student teachers get from diverse school practice. Therefore, our focus is to explore to what extent student teachers can gain intercultural competence and professional development from practice in different cultural contexts.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"47 - 66"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43387667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-12DOI: 10.1080/17400201.2021.2015573
Dody Wibowo
ABSTRACT This paper explored the relations between the practice of school culture and teacher professional development for peace education. Using the case of Sukma Bangsa School Pidie (SBS Pidie) in post-conflict Aceh, Indonesia, and the influence of school culture on teacher professional development as the theoretical framework, this paper provides a discussion of teacher professional development for peace education that is still lacking in the literature. The findings suggest that SBS Pidie teachers who participated in this study perceived that their school leadership had developed a school culture and clarity of stance that was conducive to their learning for peace. The culture in this school is based on a clear stance of the school on peace, and the practices that contribute to teacher professional development are manifested in the school management and its environment, facilitation for learning, and relationships between teachers. The findings also suggest that in post-conflict areas, school culture needs to be able to assist teachers in overcoming their conflict-related trauma.
本文探讨了学校文化实践与和平教育教师专业发展的关系。本文以印尼亚齐冲突后的Sukma Bangsa School Pidie（SBS Pidie）为例，以学校文化对教师专业发展的影响为理论框架，对文献中尚缺乏的和平教育教师专业发展进行了探讨。研究结果表明，参与这项研究的SBS Pidie教师认为，他们的学校领导层培养了一种有利于他们为和平而学习的学校文化和明确的立场。这所学校的文化基于学校对和平的明确立场，有助于教师专业发展的做法体现在学校管理及其环境、促进学习以及教师之间的关系中。研究结果还表明，在冲突后地区，学校文化需要能够帮助教师克服与冲突有关的创伤。
{"title":"The role of school culture in teacher professional development for peace education: the case of Sukma Bangsa School Pidie in post-conflict Aceh, Indonesia","authors":"Dody Wibowo","doi":"10.1080/17400201.2021.2015573","DOIUrl":"https://doi.org/10.1080/17400201.2021.2015573","url":null,"abstract":"ABSTRACT This paper explored the relations between the practice of school culture and teacher professional development for peace education. Using the case of Sukma Bangsa School Pidie (SBS Pidie) in post-conflict Aceh, Indonesia, and the influence of school culture on teacher professional development as the theoretical framework, this paper provides a discussion of teacher professional development for peace education that is still lacking in the literature. The findings suggest that SBS Pidie teachers who participated in this study perceived that their school leadership had developed a school culture and clarity of stance that was conducive to their learning for peace. The culture in this school is based on a clear stance of the school on peace, and the practices that contribute to teacher professional development are manifested in the school management and its environment, facilitation for learning, and relationships between teachers. The findings also suggest that in post-conflict areas, school culture needs to be able to assist teachers in overcoming their conflict-related trauma.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"182 - 204"},"PeriodicalIF":0.6,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47711997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.1080/17400201.2021.2001980
Vicki G. Mokuria
{"title":"Creating the culture of peace: a clarion call for individual and collective transformation","authors":"Vicki G. Mokuria","doi":"10.1080/17400201.2021.2001980","DOIUrl":"https://doi.org/10.1080/17400201.2021.2001980","url":null,"abstract":"","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"7 10","pages":"252 - 254"},"PeriodicalIF":0.6,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41298677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-05DOI: 10.1080/17400201.2021.1973192
Melissa DeLury
Globalization has led to a more interconnected world, requiring the ability to communicate in a way to facilitate peace. Language educators have the unique opportunity to weave peace language into ...
{"title":"Peacebuilding in language education: innovations in theory and practice","authors":"Melissa DeLury","doi":"10.1080/17400201.2021.1973192","DOIUrl":"https://doi.org/10.1080/17400201.2021.1973192","url":null,"abstract":"Globalization has led to a more interconnected world, requiring the ability to communicate in a way to facilitate peace. Language educators have the unique opportunity to weave peace language into ...","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":"19 1","pages":"250 - 252"},"PeriodicalIF":0.6,"publicationDate":"2021-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：