利用文学促进修复性对话，促进冲突解决

IF 1.4 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading Teacher Pub Date : 2023-09-11 DOI:10.1002/trtr.2247

Katie Kelly, Madison Siekman, Reilly Mahan

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引用次数: 0

摘要

课间休息时，两个四年级学生发生了冲突。日志含义对等体试图调解失败。学生沮丧地抗议道:“老师从来不听我们的!”这个学生觉得自己被忽视了，并试图在解决冲突中发挥更积极的作用。这篇文章探讨了通过尊重所有学生的声音、观点和经历，利用文学来促进恢复性对话，促进冲突的解决。以学生的声音为中心创造环境，打破压迫性制度，培养公平的反种族主义学习空间。

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Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution

Abstract During recess a conflict occurred between two fourth graders. A peer attempted to mediate unsuccessfully. Frustrated, the student protested, “[Teachers] never listen to us!” The student felt unheard and sought to play a more active role in conflict resolution. This article explores the use of literature to facilitate restorative conversations to foster conflict resolution by honoring all students' voices, perspectives, and experiences. Centering students' voices creates environments that disrupt oppressive systems and cultivate equitable anti‐racist learning spaces.

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来源期刊

Reading Teacher EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

30.80%

发文量

期刊介绍： The Reading Teacher (RT) provides the latest peer-reviewed, research-based best practices to literacy educators working with children up to age 12. RT’s classroom-ready articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations of literacy learners.