Dialogue in Peace Education Theory and Practice1

2020 ◽  
Vol 42 (1) ◽  
pp. 27-46
Author(s):  
Gülistan Gürsel-Bilgin
Keyword(s):  
Peace Education ◽  
School Setting ◽  
School Curriculum ◽  
Formal Schooling ◽  
Domestic Violence Shelter ◽  
Education Theory ◽  
Rape Crisis Center ◽  
Peace Educator ◽  
Formal School

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.

scholarly journals Anatomy of a Peace Educator: Her Work and Workplace

2020 ◽  
Vol 45 (10) ◽  
pp. 35-54
Author(s):  
Gulistan Gursel-Bilgin ◽  
◽  
David Flinders ◽  
Keyword(s):  
Peace Education ◽  
Local Community ◽  
Interdisciplinary Approach ◽  
Curriculum Theory ◽  
Non Profit ◽  
Education Practice ◽  
Grade Teacher ◽  
Political Dimensions ◽  
Peace Educator

This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an “integrated peace education.”

Information Literacy and Education Policy: An Instrumental Case Study of the Ontario Public School Curriculum

2013 ◽  
Author(s):  
Pia Liv Russell
Keyword(s):  
Information Literacy ◽  
Rhetorical Analysis ◽  
School Curriculum ◽  
Policy Makers ◽  
Public Education System ◽  
Instrumental Case Study ◽  
Student Access ◽  
Literacy Policy ◽  
Étude Cas

This interdisciplinary case study explores information literacy policy in Ontario’s public education system. Using interviews with policy makers and a rhetorical analysis of information literacy policy documents, it finds Ontario’s current information literacy policy inadequate to the task of providing equitable student access to opportunities for information literacy development.Une étude cas interdisciplinaire explore la politique de littératie informationnelle du système d’éducation publique de l’Ontario. En utilisant des entrevues avec les décideurs et une analyse rhétorique des documents sur la politique de littératie informationnelle, il est démontré que la politique de littératie informationnelle actuelle de l’Ontario est inappropriée pour la mission qui vise à offrir aux étudiants un accès équitable aux possibilités de développement de la littératie informationnelle. 

PCS For Families: A Case Study in the Participatory Design of a Technology-Rich Elementary School Classroom

1998 ◽  
Vol 42 (8) ◽  
pp. 646-650 ◽  
Author(s):  
Faith McCreary ◽  
Ray Reaux ◽  
Roger Ehrich ◽  
Susan Hood ◽  
Keith Rowland
Keyword(s):  
Elementary School ◽  
Participatory Design ◽  
School Setting ◽  
Network Connectivity ◽  
Multiple Roles ◽  
System Support ◽  
Laboratory Facilities ◽  
Working Day ◽  
Workspace Design

Computers and network connectivity in the classroom raise new challenges in workspace design. Unlike corporate or dedicated laboratory facilities, a technology-rich classroom plays multiple roles throughout its working day. Classroom design demands flexible and robust construction, particularly when applied in an elementary school setting. Using the PCs for Families project as a case study, this paper discusses design issues of a technology-rich networked classroom from ergonomic design to system support.

Education in Emergencies: A Review of Theory and Research

2016 ◽  
Vol 87 (3) ◽  
pp. 619-658 ◽  
Author(s):  
Dana Burde ◽  
Amy Kapit ◽  
Rachel L. Wahl ◽  
Ozen Guven ◽  
Margot Igland Skarpeteig
Keyword(s):  
Peace Education ◽  
School Setting ◽  
Well Being ◽  
Access To Education ◽  
Conceptual Frameworks ◽  
International Agencies ◽  
Education In Emergencies ◽  
Changing Attitudes ◽  
The Relationship ◽  
Education And Conflict

In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer these questions, we identify the conceptual frameworks and theoretical advances that have occurred since the inception of the field in the mid-1990s. We review the theories that frame the relationship between education and conflict as well as empirical research that tests assumptions that underpin this relationship. Finally, we assess what we know to date about “what works” in education in emergencies based on intervention research. We find that with regard to access, diminished or inequitable access to education drives conflict; conflict reduces boys’ and girls’ access to education differently; and decreased distance to primary school increases enrollment and attendance significantly for boys and even more so for girls. With regard to learning, education content likely contributes to or mitigates conflict, although the mechanisms through which it does so remain underspecified; and peace education programs show promise in changing attitudes and behaviors toward members of those perceived as the “other,” at least in the short term. Finally, providing children living in emergency and postemergency situations with structured, meaningful, and creative activities in a school setting or in informal learning spaces improves their emotional and behavioral well-being.

Teaching playground behavioural expectations to secondary age students with intellectual disabilities attending a special school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Simó-Pinatella ◽  
Marisa Carvalho
Keyword(s):  
Intellectual Disabilities ◽  
Secondary Students ◽  
School Setting ◽  
Special School ◽  
Content Type ◽  
Students With Intellectual Disabilities ◽  
Special Education School ◽  
Adults With Intellectual Disabilities ◽  
Materials Used

Purpose School-wide positive behaviour support (SWPBS) is a proactive behavioural support system that fosters behaviour change in individuals in a school setting. This article aims to present a case example of teaching and reinforcing behavioural expectations in a special school. Design/methodology/approach This case study reflects different steps and materials used before and during the intervention in a special education school with 61 secondary students with intellectual disabilities. An AB design (A – baseline; B – intervention) was used to collect and analyze data. Findings Results suggest that teaching behavioural expectations as a universal measure may be feasible and positively impact school climate. Suggestions and recommendations for implementing SWPBS within a school are provided. Originality/value This case study provides a step-by-step guide illustrating the process of teaching and reinforcing behavioural playground expectations to young adults with intellectual disabilities attending a special school.

scholarly journals How the people acquire language?: A case study on Virendra Language acquisition

2020 ◽  
Vol 2 (2) ◽  
pp. 123
Author(s):  
Tatu Zakiyatun Nufus ◽  
Atik Yuliani
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Arabic Literature ◽  
Early Age ◽  
Know How ◽  
The People ◽  
Formal School ◽  
Descriptive Method ◽  
Share Information

The language acquisition process can be seen as a running parallel throughout a child’s life every day, it happened for every human who interacts with other people to share information since they were a child. It looks closely at the acquisition of the early age of Virendra, he was a child under 5 age who lives in the Sundanese environment and he is not familiar with English as a foreign language. Virendra was familiar with Arabic literature previously in his house, and he knows English in the formal school of his Playgroup up to now in kindergarten, the writer tried to report this case using a descriptive method. The data is collected while he was used the language in the school and how his parents influence his language acquisition in the house. And it is conducted to know how well Virendra’s comprehension in producing language. Beside it, this study is expected to the parents to lead the child in using language.

scholarly journals UPAYA MENUMBUHKAN MINAT BACA SISWA MELALUI BUDAYA LITERASI DI SDIT QURRATA A’YUN KANDANGAN

2020 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Shinta Ramadhini ◽  
Barsihanor Barsihanor ◽  
Muhammad Fahmi Arifin ◽  
Abdul Hafiz
Keyword(s):  
Parental Support ◽  
Teacher Motivation ◽  
School Curriculum ◽  
Data Display ◽  
Analysis Technique ◽  
Insufficient Time ◽  
Data Validity ◽  
Study Type ◽  
Reading Interest

Abstrak: Penelitian bertujuan untuk mendeskripsikan upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrta A’yun Kandangan. Metode penelitian ini peneliti menggunakan pendekatan kualitatif dengan jenis studi kasus dan subjek dalam penelitian ini adalah Kepala Sekolah, Waka Kurikulum Sekolah, Waka Kesiswaan Sekolah, Kepala Perpustakaan, Koordinator Perpustakaan, Guru, Siswa dan Orang tua. Pengumpulan data dilaksanakan melalui observasi, wawancara dan dokumentasi. Teknis analisis yang digunakan penelitia adalah reduksi data, display data, dan penerikan kesimpulan. Peneliti menggunakan trianggulasi Teknik dan trianggulasi sumber untuk memperoleh keabsahan data. Berdasarkan hasil penelitian dapat disimpulkan bahwa upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan dengan upaya melalui kegiatan: 1) Penyediaan buku, 2) Jadwal Literasi, 3) Membuat Mading, 4) Reward, 5) Pojok Baca, dan 6) Perpustakaan Keliling. Faktor pendukung upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku-buku Baru, 2) Motivasi Guru, 3) Fasilitas, 4) Lingkungan, dan 5) Motivasi Orang tua. Faktor penghambat upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku yang tidak diperbaharui, 2) Gadget, 3) Waktu yang tidak mencukupi dan 4) Kurangnya dukungan orang tua.EFFORTS TO FOSTER STUDENTS’ INTEREST THROUGH LITERACY CULTURE AT SDIT QURRATA A’YUN KANDANGANAbstract: This study aims to describe the efforts to foster students 'reading interest through literacy culture at SDIT Qurrta A'yun Kandangan. This research uses a qualitative approach, a case study type with the subject of the Principal, School Curriculum Deputy, School Student Assistant, Head of the Library, Library Coordinator, Teachers, Students and Parents. Data collection was carried out through observation, interviews and documentation. The analysis technique used in this research is data reduction, data display, and conclusion. Researchers used technical triangulation and source triangulation to obtain data validity. Based on the results of the study, it can be concluded that the effort to foster students' reading interest through literacy culture at SDIT Qurrata A'yun Kandangan through the following activities: 1) Provision of books, 2) Schedule of Literacy, 3) Making Wallings, 4) Rewards, 5) Reading Corner and 6) Mobile Library. The supporting factors for the efforts to foster students 'reading interest through literacy culture at SDIT Qurrata A'yun Kandangan are 1) New Books, 2) Teacher Motivation, 3) Facilities, 4) Environment, and 5) Parents' Motivation. The inhibiting factors in trying to foster students' interest in reading through literacy culture at SDIT Qurrata A'yun Kandangan are 1) books that are not updated, 2) gadgets, 3) insufficient time and 4) lack of parental support.

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