Positive Peace in Schools

Tackling Conflict and Creating a Culture of Peace in the Classroom
1. Auflage 2017
ISBN: 978-1-138-23498-7
Verlag: CRC Press

Buch, Englisch, 182 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 476 g

Positive Peace in Schools offers a fresh and challenging perspective on the question of conflict, violence and peace in schools. Drawing on the most up-to-date theory and research from the field of peace and conflict studies, this book provides readers with a strong understanding of the concept of positive peace, and how the dimensions of peace-keeping, peace-making and peace-building can be robustly applied in schools.

This accessible book challenges educators everywhere to reconsider the nature of direct and indirect violence in schools, and the structural and cultural factors that sustain it. It engages with global traditions of harmony and balance that are often neglected in Western notions of liberal securitised peace, in order to suggest a model for schools that integrates inner and outer peace. The book also includes practical sections that outline restorative approaches to discipline, peer mediation, circle learning, and classroom activities to promote mindfulness, inclusion and wellbeing. Taken together, these provide a philosophy and a highly effective framework for building conflict literacy and a culture of peace in schools.

Zielgruppe

Academic, Professional, and Professional Practice & Development

Autoren/Hrsg.

Cremin, Hilary

Bevington, Terence

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Introduction

Part I: Violence in schools

1. School violence

2. Schooling as violence?

3. School improvement as violence

Part II: Peace in schools

4. Peace education

5. iPEACE education

Part III: Peace-keeping, -making and -building

6. Education for peace-keeping

7. Education for peace-making

8. Education for peace-building

Part IV: The praxis of positive peace

9. Considering research

10. Case studies

11. Curricular activities

Concluding comments

Über Autor(innen)

Hilary Cremin is a senior lecturer in the Faculty of Education at the University of Cambridge.

Terence Bevington is a freelance conflict consultant and a PhD researcher in the Faculty of Education, University of Cambridge.