Detecting Problems of Coexistence

Coexistence, democracy, citizenship, peace, tolerance, respect, cooperation, empathy and other similar terms are some concepts that make up the principles and aims of present education. For this reason, education managers design, develop and assess processes that try to reduce problems of coexistence. The main aim of this chapter is to show strategies for detecting problems of coexistence at school and to analyze the students' role in these processes. The background of the chapter is based on the following topics: school as a conflictive place, types of problems in coexistence, definitions and characteristics of the term conflict and models to improve coexistence at schools. After considering these ideas, the next step involves the analysis of some strategies for detecting problems of school coexistence. An important part of these strategies emphasizes student role in this task. However, students are often not properly trained to detect problems of coexistence at schools. Consequently, there are some processes for creating a school context based on democratic resolution of conflicts.

Transforming the Narrative of Violence in Kenya to a Narrative of Nonviolence

This chapter examines nonviolence as conflict resolution method in Kenya, and postulates that the advantages presented by nonviolence stand to help society overcome the trappings presented by violence. The author explores the idea of violence as laid out in the narrative and structure of the Kenyan society, the plausible reasons that gives rise to violence as a way of agitation for perceived rights and freedoms, and resolving conflicts.This chapter has focused on the history of Kenya with respect to the aspirations that existed during the time of clamor for independence and how the inability to make those dreams a reality curtailed the dreams, hopes, and aspirations of many who fought for independence and therefore creating a disenfranchised population, and above all, planting seeds of violence. This chapter observes that economic empowerment is a necessary tool to inculcate the theme of nonviolence in society. The author suggests using activities such as soccer and other related sports to create ambassadors and warriors for nonviolence.

Transforming Violence to Nonviolence

America can be a violent place. This country has a diverse population with a plethora of social problems including a significant level of violence that occurs in families, schools, churches, and other elements of society. Violence results in significant costs to family relationships, crime, health care, social services, education, race, religion and public policy. There have been many high-profile cases of violence especially mass shootings. On June 17, 2015 Dylan Roof, a young white male, fatally wounded 9 people at a church in Charleston, South Carolina. What causes such violent acts? Are males more violent than females? What can be done to address the problem of violence? Violence often leads to more violence. Can a violent act, such as the Charleston shooting result in a transformative experience and outcome where the response offers lessons for a vision for nonviolence?

The Teaching of Non-Violence in Italian Schools

Phenomena of conflicts among students may lead to critical situations, like isolation, violence and school dropout, especially if poorly managed. In Italy, a group of professionals, lawyers and mediators, has developed a training program called School of Mediation, Mediation for School (SMS) to provide students with more adequate and modern tools to manage their relationships with peers and adults. The SMS project originates from the belief that what determines the most crisis situations are not discriminations or conflicts themselves, but rather the way we deal with them. During the training program professionals have resorted to mediation tools and aikido, a Japanese martial art, to engage students both intellectually and physically. The project, to date, has involved more than 200 students with important results.

Tackling Police Brutality through Non-Violent Strategies in South Africa

The chapter examines the non-violent strategies that could be used to tackle police brutality. While the existing literature has focused on why police brutality is taking place, the primary objective of this chapter is to bridge the knowledge-gap with reference to non-violent strategies using three levels (strategic, tactical and operational). The chapter reviews current scholarly arguments. Two theoretical perspectives were employed to dissect variables of police brutality. The chapter argues that although non-violent strategies may appear to be effective in theory, they seem to be ineffectual in practice owing to implementation challenges. The failure of non-violent strategies is attributed to a disjuncture between policy objectives and implementation. The chapter concludes that lack of resources, lack of police transformation and lack of police accountability remain the key hindrances in the fight against police brutality. The chapter also recommends that partnerships need to be strengthened among oversight bodies and regulatory frameworks.

Holistic, Evolving Aspects of Nonviolence for Bringing About Needed Social-Political Change and Important Practitioners of Nonviolence

This article examines holistic, evolving aspects of nonviolence—as a goal and as the desired means for bringing about needed social-political change, whether in schools or society, along with important practitioners of nonviolence. It covers Gandhi's principled and spiritually-based nonviolence for collective social-political change (Part 1); a number of other nonviolence practitioners in the Gandhian tradition—from different countries and spiritual-religious traditions working for different goals in their respective countries (Part 2); strategic nonviolence of Gene Sharp and others (Part 3); and additional forms of working nonviolently within existing systems that have emerged since Gandhi's time (Part 4).

Implementing Restorative Processes to Mediate Conflict and Transform Urban Schools

Drawing on restorative processes research (e.g., Braithwaite, 1999) and research on social justice (e.g., Evans, 2007; Furman & Gruenewald, 2004; Murrell, 2006; Normore & Brooks, 2014) this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Secondly, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explore how school systems use them - with specific emphasis on victim-offender conferencing. Next, authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.

Youth Participation and Leadership

The UN declared 2005-2014 as the Decade of Education for Sustainable Development that conveys the concept of balancing economic development with environment and social considerations. In addition to schools preparing and enhancing students for the work force, their learning has to instill a notion of living sustainably and participating towards the goals of global human survival. Thus a new movement where youth are engaged as a major stakeholder group in all policy development processes has been instigated internationally. This movement necessitates an education that enhances values such as leadership, justice, respect, nonviolent communication, and collaboration. This chapter showcases two school programs, Play for Peace Clemente and University Lab School Hawai`i, that are responding to the challenge of developing both youth participation and leadership in school setting for sustainable peaceful development.

How to Create Sustainable Nonviolence Curriculum in Public Schools in Sweden

Author argues the urgent need for nonviolence training and the contemporary challenges of implementing such plans. Furthermore, chapter briefly discusses the eruptions of violence and experienced in Europe, along with innovative ways to educate all stakeholders. In addition, the chapter includes a case study of a Swedish school, with research of contemporary nonviolence training and curriculum. The chapter will benefit a variety of entities and organizations, such as educators in public school systems and governmental organizations. Findings suggest a growing concern amongst educators, students and parents due to escalating threats and acts of violence in school settings. Moreover, findings indicate partial integration of sustainable nonviolence curriculum into some Swedish schools. Author proposes to integrate and implement nonviolence training into the Swedish public school system as nationally mandated integrated subjects. Further research suggests additional research conducted to measure qualitative and quantitative results nonviolence curriculum and training.

Approaches to Work in Reducing Entrenched Patterns of Violent Behavior

In this chapter, the author will demonstrate the use of a peace intervention to increase children's self-identity, community attachments, and coping mechanisms. With correct training and awareness, this project could be implemented throughout elementary schools and community organizations. This chapter will highlight the connection between social and emotional learning as a peace intervention to further reduce the impact of trauma at a later stage in a child's life. Leaning on Axline's play therapy principles and Bronfenbrenner's bio-ecological theory, the author will illustrate how this will become a feasible and sustainable peace intervention. For this, the author has developed the CAI model.