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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32459

Title: Policies and programming for safer schools: Are ‘anti-bullying’ approaches impeding education for peacebuilding?
Authors: Bickmore, Kathy
Keywords: safe schools
bullying
peace education
conflict resolution
urban schools
Issue Date: 2011
Publisher: SAGE Publications
Citation: Bickmore, Kathy (2011), “Policies and programming for safer schools: Are ‘anti-bullying’ approaches impeding education for peacebuilding?” Educational Policy 25(4, July), 648 - 687. doi: 10.1177/0895904810374849
Abstract: 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.
URI: http://epx.sagepub.com/content/25/4/648.abstract?rss=1
http://hdl.handle.net/1807/32459
ISSN: 0895-9048
1552-3896
Appears in Collections:Faculty (CTL)

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