Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents
Bibliographic Data
| ID | 12876113 |
|---|---|
| Authors | Federico Farini (0000-0001-8498-0453, Middlesex University, corresponding author) |
| Year | 2013 |
| Volume | 11 |
| Issue | 1 |
| Pages | 81-100 |
| Publication date | 2013-09-16 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Peace Education (JOURNAL) |
| Journal identifiers | ISSN: 1740-0201 • E-ISSN: 1740-021X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17400201.2013.837381 |
| OpenAlex | W2023238701 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education; the article presents an empirical analysis of videotaped interactions in the context of peace education activities in international groups of adolescents. The analysis regards two international summer camps promoted by the School of Peace of Monte Sole, established in the Province of Bologna, Italy, in the place where in 1944 a Nazi assault killed almost 800 children, women and old people. Each camp lasted two weeks, and was attended by four delegations of 10 adolescents coming from different countries; the camps aimed to promote adolescents’ ability in conflict resolution, their interest in peaceful relationships and their respect for different perspectives, and reducing their prejudices and stereotypes. Our analysis highlights some ways in which facilitators’ actions create the conditions of adolescents’ trusting commitment in group activities. Through promotional and feedback questions, formulations and also linguistic help, facilitators can promote adolescents’ trusting commitment in peace education, supporting their agency and avoiding evaluations of their interpretations. Facilitators are able to build trust projecting affective expectations, which are expectations of adolescents’ self-expression as a result of the interaction
Agency (philosophy · Conflict resolution · Context (archaeology · Peace Education · Pedagogy · Political science · Public relations · Social science · Sociology · Children's Rights and Participation · Law · Peace and Human Rights Education · Psychology · Social Psychology · Values and Moral Education
Exploring Classroom Discourse
Childhood
When Listeners Talk
Dialogue and the Development of Children's Thinking
Talks to teachers on psychology--and to students on some of life's ideals.
Trust
Modernity and Self-Identity
Client-centered therapy; its current practice, implications, and theory
Learning Lessons
Children and regeneration
Moving the participation agenda forward
The importance of place for learning about peace
Towards an integrative theory of peace education
International education
Schooling for violence and peace
Building trust among enemies
Citizenship-as-Practice
Kindheit soziologisch
The Terms of Agreement
Peace education theory
Pathways to participation
The Hidden Abode
The Unanticipated Consequences of Purposive Social Action
Childhood, Agency and Education Reform
We Had to be There to Make Sure it was What We Wanted
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |