Knowledge and values for good citizenship are communicated through explicit subject-area curriculum, such as social studies, health, and language arts, and through the implicit models and practices embedded in a school's system of human rights protections and discipline practices. This paper presents the conceptual framework, and a few very early and partial results, of a three year research project that investigates policies and programs (implicit and explicit curriculum) that are designed to facilitate the development of safe and/or inclusive schools. The paper explains that the study's focus is on school districts' patterns of practice discipline procedures (regulations and sanctions) and learning expectations (teaching guidelines, resources, and staff support) regarding conflict, violence, human rights, and diversity. It states that the context of the study focuses on a few large Canadian urban school districts with diverse student populations. The paper discusses the methods of several large Canadian cities in handling discipline problems and describes divergent patterns of citizenship education practices. (Contains 95 references.) (BT)