IDSA01H3 Chapter Notes - Chapter 8: Restorative Justice, Peacebuilding, Developmental Psychology
13 Nov 2018
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Document Summary
Rethinking pedagogies in divided societies latin america, and around the world. The burgeoning movement for restorative justice practices aims to transform lived citizenship education in schools, and also usually includes some explicit teaching of interpersonal conflict communication. Such processes hold potential for powerful affective and cognitive learning opportunities, including support, guided practice, and constructive feedback. In practice, however, only some such initiatives challenge inequitable social relations in schools. What is left out of many peace, restorative justice, and citizenship education initiatives larger-scale social conflicts, social-structural injustice, and conflicting perspectives on sensitive narratives and political tensions specific to each context also has implications for young people"s citizenship roles. Although restorative justice and peacebuilding education theories (cited above) locate destructive conflict in community relationships including inequities, some citizenship and peacemaking education practices at least implicitly locate the problem in (disruptive) individuals. For instance, a group of swedish scholars apply. Foucault"s (2003) theory of governmentality to analyze two social-emotional learning programs:
