Source: (2011) Education polict 25(4) 648-687
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.
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