ERIC Number: EJ927279
Record Type: Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Reference Count: 65
Policies and Programming for Safer Schools: Are "Anti-Bullying" Approaches Impeding Education for Peacebuilding?
Educational Policy, v25 n4 p648-687 Jul 2011
Prevailing anti-violence practices in public schools, especially in the context of recently increased emphasis on bullying, often allocate more resources to surveillance and control than to facilitation of healthy relationships or conflict/ peace learning. This policy emphasis increases the risks of marginalization and reduces opportunities for diverse students to develop autonomy and mutual responsibility. This qualitative study examines educators' contrasting interpretations of various school safety and conflict management initiatives in practice, in peaceful and less peaceful schools serving stressed urban populations, and points out spaces for potential policy shifts and clarifications that could enhance sustainable peacebuilding in schools.
Descriptors: Violence, Bullying, School Safety, Educational Policy, Discipline Policy, Educational Practices, Conflict Resolution, Functional Behavioral Assessment, Peace, Social Bias, Interviews, School Surveys, Delinquency Prevention, Intervention, Program Implementation, Social Control, Social Cognition, Policy Analysis
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A