Teachers' Strategies of Everyday Diplomacy in Peace Education: A Case Study of the "Infrapolitics" of Peacebuilding in Greek-Cypriot Schools

Autor/inn/en	Zembylas, Michalinos; Loukaides, Loizos
Titel	Teachers' Strategies of Everyday Diplomacy in Peace Education: A Case Study of the "Infrapolitics" of Peacebuilding in Greek-Cypriot Schools
Quelle	In: Research in Comparative and International Education, 16 (2021) 1, S.43-63 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499921991649
Schlagwörter	Teaching Methods; Peace; Teacher Attitudes; Parent Teacher Cooperation; Peer Relationship; Teacher Student Relationship; Case Studies; Intervention; Teacher Administrator Relationship; Foreign Countries; Political Attitudes; Conflict Resolution; History; Cultural Context; Elementary School Teachers; Secondary School Teachers; Program Descriptions; Cyprus + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Frieden; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Ausland; Political attitude; Politische Einstellung; Conflict solving; Konfliktlösung; Konfliktregelung; Geschichte; Geschichtsdarstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zypern
Abstract	The aim of the article is to describe and analyze the strategies used by teachers in their everyday encounters with those who express concerns towards peace education--parents, colleagues, head teachers, and students. The analysis uses a theoretical framework that builds upon critical peace education and brings into conversation the notions of "everyday peace" and "everyday diplomacy." The data are drawn from a qualitative case study based on interviews with 25 Greek-Cypriot teachers participating in a peace education intervention. The findings show that everyday diplomatic strategies invented by teachers help create conditions under which this peace education intervention, as a form of everyday peace, can take place, although it is not clear to what extent these strategies challenge the long-term nature of concerns. The implications of the study highlight the need that teachers and policymakers engage with concerns towards peace education in productive, sensitive and strategic ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01