This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to…

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and…

In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively…

This article introduces the notion of "justice-sensitive education"--derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and…

Swedish educational policy mandates have given schools a double mission: the development of content-based knowledge as well as the promotion of democratic values and competencies. While detailed learning outcomes are specified for content domains, the democratic mission is imprecisely described and unsupported by practical measures. This leaves…

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…

For the past 15 years, zero-tolerance policies for violence in schools have been the driving force behind many school discipline policies around the country. But the disciplinary landscape is starting to change in a growing number of schools, especially those in urban districts, where administrators have taken their cues from high-profile reports…

The release of "The New Zealand Curriculum" causes us to rethink the aims of education. Dr Cavanagh offers an alternative set of aims to the vision outlined in the Ministry of Education document, which is based, at least in part, on socialisation into the corporate industrial world. Dr Cavanagh's position is focused on putting…

This ethnographic study examined students' definitions of violence and aggression, the context in which threatening situations occur, and the strategies and consequences that a group of 30 urban African-American elementary school children used when they were in threatening situations. Data were obtained from several sources, including participant…