Creating peaceful and effective schools through a culture of care

Datos Bibliográficos

ID2938587
AutoresTom Cavanagh (Walden University, autor de correspondencia), A Macfarlane (0000-0002-9041-4113, University of Canterbury), Ted Glynn (0000-0001-9759-2273, University of Waikato), Sonja Macfarlane (0000-0002-8904-8945, University of Canterbury)
Año2012
Volumen33
Número3
Páginas443-455
Fecha de publicación2012-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores de la revistaISSN: 0159-6306 • E-ISSN: 1469-3739
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2012.681902
OpenAlexW2108272735
IdiomaEN
Citas recibidas13
Referencias citadas17

Many schools in New Zealand, the USA, and elsewhere, are searching for ways to respond positively to the educational achievement disparities that exist between majority culture students and students from minority ethnic and cultural communities. Most of the approaches and strategies that have been implemented to date have either failed, or had minimal positive influence. This paper presents the results of over five years of research, conducted collaboratively by the authors, that has been focused on developing the theory and practice of a 'culture of care' in schools. Using a cultural lens to interpret the findings, these replicated studies offer the promise of positively influencing the culture of schooling in the USA, New Zealand and beyond. Creating a culture of care requires schools and teachers to be cognisant of how the school and classroom values, beliefs and practices make it safe for all students to engage, to contribute, to belong and to feel confident in their own cultural identities

Political science · Sociology · Collaborative Teaching and Inclusion · Critical and Liberation Pedagogy · Teacher Education and Leadership Studies