Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Peace Education
Abstract
Often intersecting with systemic inequity and injustice,
young people’s exposure to community violence has been
linked to a myriad of developmental impacts. A growing
literature demonstrates the potential of peace education
programs to promote resilient and prosocial outcomes for
these individuals. Still, more work can be done to understand
underlying mechanisms and implementation challenges to
support these young people and build cultures of peace
through education more effectively. In this article, we detail
the theoretical foundation, context, and socioecological
model for Marquette University Center for Peacemaking’s
Peace Works program in Milwaukee, Wisconsin, United
States, before presenting the results of focus groups with
teachers and administrators where it was implemented. The
conversations touched on how teachers and administrators
perceive of the implementation of this peace education program,
what impacts they observe in students and school
culture, and obstacles to promoting peace in students,
schools, and broader communities through this approach.
Overall, we aim to contribute to understandings of peace
education in violent urban contexts by offering a model
built on a theoretical focus on nonviolent communication
and behavior and a socioecological model for transformative
change, as well as lessons from the program’s
implementation.
Description
Keywords
Non-violent communication, Middle school, Education/ learning, Milwaukee
Citation
Gabriel Velez, Margaret Angucia, Thomas Durkin, Lynn O’Brien & Sherri Walker (2021) Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools, Journal of Peace Education, 18:3, 360-383, DOI: 10.1080/17400201.2021.2005006