和平教育理论与实践对话1

Q4 Social Sciences

Educational Practice & Theory Pub Date : 2020-06-01 DOI:10.7459/ept/42.1.03

Gülistan Gürsel-Bilgin

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引用次数: 4

摘要

本文报告了一个和平教育家(Haley)的案例研究，她是家庭暴力庇护所和强奸危机中心的干预项目协调员，在美国中西部接触了数千名青年。这项研究的结果对在正规学校中采用对话作为和平教学法和在整个学校课程中注入和平教育提出了影响。特别是，调查结果提供了关于能够在课堂上有效实施对话的和平教育者的属性的见解，以及在正式学校环境中采用自由对话所必需的重要特征。

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Dialogue in Peace Education Theory and Practice1

This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics necessary in the formal school setting to employ Freirean dialogue.

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来源期刊

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.