Journal of Peace Education最新文献_第9页

Six educational approaches to conflict and peace 冲突与和平的六种教育方法

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Journal of Peace Education Pub Date : 2022-05-04 DOI: 10.1080/17400201.2022.2087607

Mónica Almanza

引用次数: 2

Research from 1996 to 2019 on approaches to address conflicts in schools: A bibliometric review of publication activity and research topics 1996年至2019年关于解决学校冲突方法的研究：出版活动和研究主题的文献计量学综述

IF 0.6

Journal of Peace Education Pub Date : 2022-05-04 DOI: 10.1080/17400201.2022.2104234

Ilse Hakvoort, Jonas Lindahl, Agneta Lundström

{"title":"Research from 1996 to 2019 on approaches to address conflicts in schools: A bibliometric review of publication activity and research topics","authors":"Ilse Hakvoort, Jonas Lindahl, Agneta Lundström","doi":"10.1080/17400201.2022.2104234","DOIUrl":"https://doi.org/10.1080/17400201.2022.2104234","url":null,"abstract":"ABSTRACT The numbers of publications within the field of research on approaches to address conflicts in schools is rapidly growing, and it is now important to map influential theories, methods and topics that shape this research field. In addition, student teachers, teachers and teacher educators would benefit from it being easier to find research-based knowledge of how to address conflicts in schools. Therefore, a bibliometric study was carried out on 1126 publications that were published between 1996 and 2019 in this field. The study aimed at examining publication activity, geographic spread, and dominant research topics. The findings showed a positive trend in publication output from 2006 onwards. Research output was found to be dominated by the United States. However, the results also indicated an internationalization trend expressed in an increased geographic spread of publication output. Furthermore, six research topics were identified through cluster analyses and labelled ‘peace and value education’, ‘classroom management from coercive discipline to relationship building’, ‘constructive conflict resolution’, ‘classroom management programmes’, ‘restorative justices and restorative approaches’, and ‘classroom challenges for teachers’. Within each research topic, a distinct number of publications were found that defined the core research.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43326716","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}

引用次数: 1

A Bahá’í concept of peace as a resource for peace education: Case study of ‘The Problem of Prejudice’ 巴赫<e:1> í作为和平教育资源的和平概念:“偏见问题”案例研究

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Journal of Peace Education Pub Date : 2022-04-21 DOI: 10.1080/17400201.2022.2061435

Tiffani Betts Razavi, H. Mahmoudi

{"title":"A Bahá’í concept of peace as a resource for peace education: Case study of ‘The Problem of Prejudice’","authors":"Tiffani Betts Razavi, H. Mahmoudi","doi":"10.1080/17400201.2022.2061435","DOIUrl":"https://doi.org/10.1080/17400201.2022.2061435","url":null,"abstract":"ABSTRACT This article describes a Bahá’í concept of peace in the context of discussions about the nature and focus of peace education, in particular the role of moral education as an element of peace education. It introduces the notions of human nobility and the oneness of humanity as the moral basis for holistic peace within a framework of the collective social evolution of humanity, and explores the idea of identifying, understanding, and removing barriers to unity, specifically in the form of inequalities and prejudices, as the foundation of an approach to peace education. The application of such an approach to a university level course is shared through a case study of ‘The Problem of Prejudice’, offered by the Bahá’í Chair for World Peace at the University of Maryland, College Park. Key strands of content and pedagogy are described, and qualitative data from students participating in the course in 2021 (n = 20), collected in the form of self-perceptions of changes in knowledge, skills, attitudes and commitment, are presented. The article concludes with a discussion of the learning gained from this study and how a Bahá’í concept of peace may serve as a resource for university peace educators and students.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46872853","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}

引用次数: 1

Silent struggles: women education leaders’ agency for peacebuilding in Islamic schools in post-conflict Aceh 无声的斗争：妇女教育领导人在冲突后亚齐伊斯兰学校建设和平的机构

IF 0.6

Journal of Peace Education Pub Date : 2022-03-23 DOI: 10.1080/17400201.2022.2052826

Mieke T. A. Lopes Cardozo, R. Affiat, Faryaal Zaman, M. Irawani, Eka Srimulyani

引用次数: 3

Female Russian migrants in Norway and their stories about International Women’s Day 在挪威的俄罗斯女性移民和她们关于国际妇女节的故事

IF 0.6

Journal of Peace Education Pub Date : 2022-03-09 DOI: 10.1080/17400201.2022.2051004

Tatiana Wara, M. Munkejord

{"title":"Female Russian migrants in Norway and their stories about International Women’s Day","authors":"Tatiana Wara, M. Munkejord","doi":"10.1080/17400201.2022.2051004","DOIUrl":"https://doi.org/10.1080/17400201.2022.2051004","url":null,"abstract":"ABSTRACT Although political relations between Russia and Norway have softened over the years, the symbolic boundaries persist. In this article, we illustrate how Russian female migrants in Northern Norway relate to these symbolic boundaries. Thus, perspectives from the phenomenology of the body and critical phenomenology are used to analyze qualitative data on how Russian female migrants experience the celebration of March 8, widely known as International Women’s Day, as a transnational space where they feel both belonging and non-belonging. More specifically, we explore the following research questions: How do Russian female migrants in Northern Norway use International Women’s Day as an occasion to express Russian femininity, or even Russian feminism, in their own way? And what can we, through a political-historical contextualization of these March 8 narratives, learn about the Norwegian majority and how the majority, often in subtle ways, represent women from outside the West, including Russians, as ‘the other’? It is our goal that this article will inspire readers to become more sensitive to racialization processes in our communities by becoming more aware of ‘ourselves’, and how we, through various narratives, reproduce inclusion and exclusion processes.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41608365","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}

引用次数: 0

And then your soul is gone: moral injury and U.S. war-culture 然后你的灵魂消失了:道德伤害和美国战争文化

IF 0.6

Journal of Peace Education Pub Date : 2022-02-14 DOI: 10.1080/17400201.2022.2031082

Patrick T. Hiller

{"title":"And then your soul is gone: moral injury and U.S. war-culture","authors":"Patrick T. Hiller","doi":"10.1080/17400201.2022.2031082","DOIUrl":"https://doi.org/10.1080/17400201.2022.2031082","url":null,"abstract":"simultaneously mediated by, interacted with, and engaged in re-figurations of resilience, protection, enlistment, and unequal relations of power, in a number of contexts, namely Kashmir (India), Ukraine, Bastar (India), and the United States. The part is finally concluded with Chapter 12 focusing on the procedures of child discipline and caregiver rituals. The volume’s core strength lies upon the eclectic positionality of the contributors. Seventeen authors from a wide range of geographies have contributed to this 245-page volume. More interestingly, one of the chapters (Chapter 3) is coauthored by an ex-child soldier in the civic war of Bosnia and Herzegovina. The contributors of the book have successfully provided new insights within the studies of children in peace and conflict settings, as well as the pedagogical dimensions of it. As reflected from the authors’ origins, the coverage of the book includes countries with conflict and war track records, such as those within the European and Asia Pacific territories. However, the book may have missed one (or two) thing(s): the conclusion (and the implications). While we, the readers, expect this conclusion will be presented in the last chapter (Chapter 12), as admitted by the editor himself, the chapter is rather ‘outwardly distinct from many of the contributions to this volume’ (16). The book may have been better if it provides more accounts and voices of the children from both peace and conflict settings from various contexts for comparison purposes – while the book provides only a chapter on this (Chapter 3). Despite this shortcoming, Childhoods in Peace and Conflict should be regarded as an important and novel resource in the studies about the intersections of children, conflict, and peace. The volume makes a significant contribution to the area of peace and conflict studies, including peace pedagogy.","PeriodicalId":44502,"journal":{"name":"Journal of Peace Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45329684","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}

引用次数: 1

Between identification and empathy to elaborate the difficult past: an experience of a classroom debate with Chilean children 在认同与同理心之间阐述艰难的过去:与智利儿童的课堂辩论经验

IF 0.6

Journal of Peace Education Pub Date : 2022-01-02 DOI: 10.1080/17400201.2022.2039599

Evelyn Palma Flores, Natalia Albornoz Muñoz

引用次数: 0

High-school students’ perception of the American War through literature: a case study from Hồ Chí Minh City, Vietnam 高中生对美国战争的文学感知——以H为例ồ 越南胡志明市

IF 0.6

Journal of Peace Education Pub Date : 2022-01-02 DOI: 10.1080/17400201.2022.2051003

T. Hà, A. Bellot, Thuy Thu Thi Le

引用次数: 0

Brokers of multiperspectivity in history education in post-conflict societies 冲突后社会历史教育多视角的中介

IF 0.6

Journal of Peace Education Pub Date : 2022-01-02 DOI: 10.1080/17400201.2022.2051002

Devon Abbey, B. Wansink

{"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":null,"pages":null},"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}

引用次数: 3

Schoolwide critical restorative justice 全校范围的批判性恢复性司法

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Journal of Peace Education Pub Date : 2022-01-02 DOI: 10.1080/17400201.2021.2003763

Hilary Lustick

{"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":null,"pages":null},"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}

引用次数: 0