Cheryl Lynn Duckworth
Biographic Data
| ID | 6188237 |
|---|---|
| NAME | Cheryl Lynn Duckworth |
| GIVEN NAMES | Cheryl Lynn |
| FAMILY NAME | Duckworth |
| SIGNATURE | DUCKWORTH C L |
| AFFILIATIONS | Nova Southeastern University |
| ORCID | 0000-0002-9322-3005 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Narrative Motivation
Current approaches to narrative intervention often end in frustration. Parties cherish their narratives and often resist challenges to them, perceiving them as fundamental to identity or even existence. This article offers a new, more calibrated way to listen for what conflict actors are actually telling us. Called “narrative motivation”, this innovation focuses in particular on how conflict parties express their goals and reasons for such commit…
The role of schools in preventing violent extremism
This study contributes to the literature via a qualitative meta-analysis that illuminates the role of schools in preventing and countering violent extremism and hate crimes globally. By examining and analyzing recent studies at the intersection of peace education and countering or preventing violent extremism (CVE/PVE), the present study develops themes that provide essential lessons for teachers and other educational leaders looking to prevent a…
Is peacebuilding donor-driven? Inside the dynamics and impacts of funding peace
Excerpt The field of peacebuilding and development has engaged in vital discussions on ethical reflective practice, critical pedagogy, and ongoing concerns (Lederach 1997; Miall et al. 2011) about what I have begun to call ‘donor-driven peace’. Key issues have concerned top-down approaches, increasing militarisation of aid, development and peacebuilding policy, and differing priorities between donors and civil society actors. The US Institute of …
History, Memory, and Peace Education
Many peace educators wish to be able to do more than foster enhanced communication or cultural skills, but further wish to interrupt macro‐historical causes of violence. Peace education can be usefully advanced by drawing on the literature on what is often called historical or collective memory. An important area of interest in peace studies, scholars working in this area seek to understand the role of the “heavy hand of history” in conflict. Thi…
And Collective Memory in US Classrooms
While current literature stresses the importance of teaching about the 9/11 attacks on the US, many questions remain as to what teachers are actually teaching in their own classrooms. Few studies address how teachers are using of all of this advice and curriculum, what sorts of activities they are undertaking, and how they go about deciding what they will do. Arguing that the events of 9/11 have become a "chosen trauma" for the US, author Cheryl …
What do students learn when we teach peace? A qualitative assessment of a theater peace program
This is a qualitative assessment of a theater arts peace education program for high-school students. We present the results of qualitative interviews with students who participated in a peace education program. They tell us in their own words what they believe they learned. Given that most peace education evaluation is quantitative or focuses on the views of teachers and administrators, giving space to the voices of the students themselves remain…
Restorative Classrooms
This article describes several of the more successful critical peace education methodologies and perspectives that I was able to bring to my classroom in a juvenile detention home. For example, reflective writing and community analysis of nonviolent peace movements formed the core of my curriculum, as did critical analysis of the social processes of stereotyping and dehumanization. As a result, numerous students grew in their ability to write, ex…
Teaching peace
Most educators are familiar with the principles of one of the founding mothers of peace education, Maria Montessori. Bringing an utterly fresh vision to notions of childhood and education, she re‐imagined the classroom as one in which children would explore and discover their own interests and passions. With regard to conflict resolution, she specifically stated that such an education made the continuation of man’s seemingly endless cycle of war …
Mathematics of one day cricket
The problem of setting a revised target for the side batting second when a game of one day cricket has been interrupted by the weather is one that has baffled the world's cricket authorities for more than 30 years. This paper describes how a fair method was devised based on a mathematical model of the run scoring process during an innings, and how this has led to the development of the ‘Duckworth/Lewis’ method which is now used in most parts of t…
What do students learn when we teach peace? A qualitative assessment of a theater peace program
This is a qualitative assessment of a theater arts peace education program for high-school students. We present the results of qualitative interviews with students who participated in a peace education program. They tell us in their own words what they believe they learned. Given that most peace education evaluation is quantitative or focuses on the views of teachers and administrators, giving space to the voices of the students themselves remain…
Is peacebuilding donor-driven? Inside the dynamics and impacts of funding peace
Excerpt The field of peacebuilding and development has engaged in vital discussions on ethical reflective practice, critical pedagogy, and ongoing concerns (Lederach 1997; Miall et al. 2011) about what I have begun to call ‘donor-driven peace’. Key issues have concerned top-down approaches, increasing militarisation of aid, development and peacebuilding policy, and differing priorities between donors and civil society actors. The US Institute of …
Teaching peace
Most educators are familiar with the principles of one of the founding mothers of peace education, Maria Montessori. Bringing an utterly fresh vision to notions of childhood and education, she re‐imagined the classroom as one in which children would explore and discover their own interests and passions. With regard to conflict resolution, she specifically stated that such an education made the continuation of man’s seemingly endless cycle of war …
The role of schools in preventing violent extremism
This study contributes to the literature via a qualitative meta-analysis that illuminates the role of schools in preventing and countering violent extremism and hate crimes globally. By examining and analyzing recent studies at the intersection of peace education and countering or preventing violent extremism (CVE/PVE), the present study develops themes that provide essential lessons for teachers and other educational leaders looking to prevent a…
History, Memory, and Peace Education
Many peace educators wish to be able to do more than foster enhanced communication or cultural skills, but further wish to interrupt macro‐historical causes of violence. Peace education can be usefully advanced by drawing on the literature on what is often called historical or collective memory. An important area of interest in peace studies, scholars working in this area seek to understand the role of the “heavy hand of history” in conflict. Thi…
Restorative Classrooms
This article describes several of the more successful critical peace education methodologies and perspectives that I was able to bring to my classroom in a juvenile detention home. For example, reflective writing and community analysis of nonviolent peace movements formed the core of my curriculum, as did critical analysis of the social processes of stereotyping and dehumanization. As a result, numerous students grew in their ability to write, ex…
Mathematics of one day cricket
The problem of setting a revised target for the side batting second when a game of one day cricket has been interrupted by the weather is one that has baffled the world's cricket authorities for more than 30 years. This paper describes how a fair method was devised based on a mathematical model of the run scoring process during an innings, and how this has led to the development of the ‘Duckworth/Lewis’ method which is now used in most parts of t…
Teaching peace
Most educators are familiar with the principles of one of the founding mothers of peace education, Maria Montessori. Bringing an utterly fresh vision to notions of childhood and education, she re‐imagined the classroom as one in which children would explore and discover their own interests and passions. With regard to conflict resolution, she specifically stated that such an education made the continuation of man’s seemingly endless cycle of war …
Restorative Classrooms
This article describes several of the more successful critical peace education methodologies and perspectives that I was able to bring to my classroom in a juvenile detention home. For example, reflective writing and community analysis of nonviolent peace movements formed the core of my curriculum, as did critical analysis of the social processes of stereotyping and dehumanization. As a result, numerous students grew in their ability to write, ex…
What do students learn when we teach peace? A qualitative assessment of a theater peace program
This is a qualitative assessment of a theater arts peace education program for high-school students. We present the results of qualitative interviews with students who participated in a peace education program. They tell us in their own words what they believe they learned. Given that most peace education evaluation is quantitative or focuses on the views of teachers and administrators, giving space to the voices of the students themselves remain…
And Collective Memory in US Classrooms
While current literature stresses the importance of teaching about the 9/11 attacks on the US, many questions remain as to what teachers are actually teaching in their own classrooms. Few studies address how teachers are using of all of this advice and curriculum, what sorts of activities they are undertaking, and how they go about deciding what they will do. Arguing that the events of 9/11 have become a "chosen trauma" for the US, author Cheryl …
History, Memory, and Peace Education
Many peace educators wish to be able to do more than foster enhanced communication or cultural skills, but further wish to interrupt macro‐historical causes of violence. Peace education can be usefully advanced by drawing on the literature on what is often called historical or collective memory. An important area of interest in peace studies, scholars working in this area seek to understand the role of the “heavy hand of history” in conflict. Thi…
Is peacebuilding donor-driven? Inside the dynamics and impacts of funding peace
Excerpt The field of peacebuilding and development has engaged in vital discussions on ethical reflective practice, critical pedagogy, and ongoing concerns (Lederach 1997; Miall et al. 2011) about what I have begun to call ‘donor-driven peace’. Key issues have concerned top-down approaches, increasing militarisation of aid, development and peacebuilding policy, and differing priorities between donors and civil society actors. The US Institute of …
The role of schools in preventing violent extremism
This study contributes to the literature via a qualitative meta-analysis that illuminates the role of schools in preventing and countering violent extremism and hate crimes globally. By examining and analyzing recent studies at the intersection of peace education and countering or preventing violent extremism (CVE/PVE), the present study develops themes that provide essential lessons for teachers and other educational leaders looking to prevent a…
Narrative Motivation
Current approaches to narrative intervention often end in frustration. Parties cherish their narratives and often resist challenges to them, perceiving them as fundamental to identity or even existence. This article offers a new, more calibrated way to listen for what conflict actors are actually telling us. Called “narrative motivation”, this innovation focuses in particular on how conflict parties express their goals and reasons for such commit…
Peace and Human Rights Education (7 works) · Educator Training and Historical Pedagogy (6 works) · Pedagogy (6 works) · Sociology (6 works) · Political science (5 works) · Psychology (5 works) · Law (4 works) · Peace Education (4 works) · Engineering (3 works) · Law (3 works)