Creating Schools of Peace and Nonviolence in a Time of War and Violence

Autor/in	Cavanagh, Tom
Titel	Creating Schools of Peace and Nonviolence in a Time of War and Violence
Quelle	In: Journal of School Violence, 8 (2009) 1, S.64-80 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Biculturalism; Peace; Juvenile Justice; Social Attitudes; War; Violence; Terrorism; Social Values; Social Justice; Punishment; Interpersonal Relationship; Power Structure; Economic Factors; Racial Bias; Social Bias; Educational Environment; School Culture; Trust (Psychology); Cultural Pluralism; School Safety; Foreign Countries; Elementary Schools; Secondary Schools; New Zealand; United States + Suchen Sie Ihr Suchwort? Bikulturalität; Frieden; Jugendgerichtshilfe; Social attidude; Soziale Einstellung; Krieg; Gewalt; Terrorismus; Sozialer Wert; Soziale Gerechtigkeit; Bestrafung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ökonomischer Faktor; Racial discrimination; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Kulturpluralismus; Ausland; Elementary school; Grundschule; Volksschule; Sekundarschule; Neuseeland; USA
Abstract	In this post 9/11 era Western cultures are focusing on values that support war and violence. In this article an ethnographer explores the impact of these values on schools. These values, seen through the lens of restorative justice, include: (a) punishment, (b) adversarial relationships, (c) monopolization of power, (d) problemization and professionalization, (e) prevalence of economic interests, (f) racism and privilege, and (g) imposition of the dominant culture. Based on his research, the author outlines how schools can create an alternative culture of peace and nonviolence grounded in the restorative justice based idea of peacemaking and focusing on: (a) building trust, (b) healing harms to relationships, (c) restoring dignity of persons affected, (d) respecting biculturalism/multiculturalism, (e) being aware of power differences, and (f) creating safety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10