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ERIC Number: EJ811542
Record Type: Journal
Publication Date: 2008-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1740-0201
Productive Contradictions: Dissonance, Resistance and Change in an Experiment with Cooperative Learning
Kelly, Rhys; Fetherston, Betts
Journal of Peace Education, v5 n1 p97-111 Mar 2008
This article discusses a qualitative research project designed to investigate processes and outcomes of learning in a first-year undergraduate course--"Introduction to conflict resolution: theory and skills" (ICR)--taught in the Department of Peace Studies at the University of Bradford. The research project was set up to help us understand how students experienced two "innovations" introduced to the course in January 2006--the use of a cooperative learning methodology in the classroom, and the introduction of a reflective portfolio as the main assessment format. The article discusses some of the benefits of using cooperative and reflective learning for teaching conflict resolution theory and skills in a large and diverse class. The article also describes and analyses some of the resistance and contradictions that emerged as we introduced our "new" pedagogy. It also explores some contradictions between our aims and practice, and how these were experienced by students. In conclusion, the article reflects on the broader implications of this experience, specifically related to efforts to develop a relevant pedagogy for peace practitioners in a higher education setting. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A