Positive Peace in Schools: Tackling Conflict and Creating a Culture of Peace in the Classroom

✍ Scribed by Hilary Cremin, Terence Bevington

• Publisher: Routledge
• Year: 2017
• Tongue: English
• Leaves: 183
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Positive Peace in Schools- Front Cover
Positive Peace in Schools
Title Page
Copyright Page
Contents
Acknowledgements
Introduction
Defining key terms
Overview of the book
Conclusion
Note
References
PART I:
Violence in schools
Introduction
Chapter 1: School violence
Introduction
Violent students?
Policy to address violence in schools
Conclusion
References
Chapter 2: Schooling as violence?
Introduction
Structural violence in schools
Cultural violence in schools
Conclusion
Notes
References
Chapter 3: School improvement as violence
Introduction
A brief history of school improvement
Theoretical perspectives on school improvement discourse
Positively peaceful school improvement
Conclusion
Note
References
PART II:
Peace in schools
Introduction
Chapter 4: Peace education
Introduction
Defining peace education
A typology of peace education
Peace education in modern and postmodern times
Peace education in times of postmodernity
Conclusion
References
Chapter 5: iPEACE education
Introduction
The responsive iPEACE model
The proactive iPEACE model
Conclusion
References
PART III:
Peace-keeping, -making and -building
Introduction
Chapter 6: Education for peace-keeping
Introduction
Security and safety
Rights
Making and enforcing the rules
Rewards and sanctions
Behaviour management policy
Discipline and punishment
Safeguarding and child protection
Conclusion
References
Chapter 7: Education for peace-making
Introduction
Conflict resolution
The three pillars of peace-making
Conclusion
References
Chapter 8: Education for peace-building
Introduction
Inclusion
Citizenship
Wellbeing
Conclusion
References
PART IV:
The praxis of positive peace
Introduction
Note
Chapter 9: Considering research
Introduction
Engaging with research
Engaging in research
Suggested methods
Evaluation
Conclusion
Note
References
Chapter 10: Case studies
Introduction
Holte Secondary School, Birmingham
Kings Norton Primary School, Birmingham
Queensbridge Primary School, Hackney, London
Raddlebarn Primary School, Birmingham
Hackney Community College, London
Conclusion
Chapter 11: Curricular activities
Introduction
Inclusion
Citizenship
Wellbeing
Conclusion
References
Concluding comments
Reference
Index