Creating Peaceful and Nonviolent Schools in the Midst of a Culture of War and Violence

• In Event: In a Time of Permanent War: A Symposium to Generate a Culture of Peace

Abstract

As Western countries are changing in this post 9/11 era, so too are schools. Both are dominated by cultures that support war and violence. As a result, schools have become sites of violent behavior (Morrison, 2003). In order to ensure a sustainable future for peaceful society a new culture for schools needs to be created supporting safety based on peace and nonviolence.
1. Objectives or purposes
The purpose of the research study was to explore how a New Zealand school based its disciplinary practices on Western values supporting war and violence. Further research at the same school showed there are alternative values schools can adopt that support the opposite, peace and nonviolence.
2. Perspective(s) or theoretical framework
The conceptual framework for this study was based on two theories:
1. The principles of restorative justice, focused on peace and nonviolence, are not in sync with the values of the dominant Western culture, which are focused on war and violence (Zehr, 2004).
2. Restorative justice is about peacemaking, which is based on human rights, draws on cultural heritage, destabilizes power, builds trust, and heals hurts (Pennell, 2004).
3. Methods, techniques, or modes of inquiry
This study was conducted using a qualitative ethnography research design.
4. Data sources, evidence, objects, or materials
Over 200 hours were spent collecting data in the subject school. Data were collected in the form of observation fieldnotes; informal, formal, and focus group interviews with students, staff, and parents; documents; and journal entries. These data were analyzed using constructivist grounded theory (Charmaz, 2000) and vignette writing (Van Maanen, 1988).
5. Results and/or substantiated conclusions or warrants for arguments/point of view
Based on analysis of the data collected at the New Zealand school, findings were made. These findings were based on the following themes that emerged from that analysis:
(a) Evidence of western culture values supporting war and violence in schools
1) Concentrated power or control
2) Problemization and professionalization
3) Racism and privilege
4) Imposition of the dominant culture
5) Adversarial relationships
(b) Alternative ways to create a culture of peace and nonviolence in schools.
1) Build trust
2) Heal harms to relationships and restore dignity of persons affected
3) Respect biculturalism/multiculturalism
4) Be aware of power differences
5) Create safety
6. Scientific or scholarly significance of the study or work
Establishing and maintaining healthy relationships between teachers and students and among students ought to be the primary work of schools in order that all students, particularly ethnically diverse students, will achieve academically and remain in school. Students’ engagement and learning of curriculum content will be enhanced by teachers and students establishing and maintaining these positive relationships (Timperley, Wilson, Barrar & Fung, 2007). By building these healthy, caring relationships students and teachers will be able to choose to respond to problems nonviolently. As a result schools will become more peaceful.

Author

• Tom Cavanagh, Walden University