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Teaching Communicative Peace
Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has. — Margret Mead
Kevin Giddens: [email protected] Scott-Conley: [email protected]
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Peace Not peace
Alison Milosfsky
US Institute for Peace
Washington, DC2
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Students are brainstorming and one responds to an idea saying That’s so gay! Students laugh. The teacher continues the lesson.
Teacher asks the student why she hasn’t done homework in 2 weeks, and listens to the reasons which are related to time management. The teacher guides the student in identifying specific strategies to complete her homework. In a week they meet again, the student self-assesses and revises her strategies.
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At the end of small group a girl volunteers to present their ideas to the class. A boy says they should have a “man” present to the group and volunteers. No one argues. The girl yells at the group until the teacher assigns the presentation to the girl.
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Why Peacebuilding in ELT?
Socio-political Context (Nelson & Appleby, 2014)
Worldiness of English (Pennycook, 1994)
Communicative, humanistic approaches (Krueger, 2012)
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Tolerance
Community
In ClassLocal /Global
Hope
Peace Framework for Teachers
Scott-ConleyGiddens 2014
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Empower students POSITIVE VISION
STRATEGIES AGENCY
motivation.
Photo by Riazaimin
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• Include inspirational figures & near-peer role models within course book activitiesAdapt
Hope
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Kenyan Teen Invents Lion Repellent Device
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• Include near-peer role models within course book activitiesAdapt
•Self-assessment and goal settingStrand
• MLK I Have a Dream speech• Study, write own, deliver
Special lessons
Hope
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HopeKNOWLEDGE
*Success stories
*Strategies & options to achieve positive future
*Goal setting language
*Positive self-talk
*Support systems
SKILLS
*Self-assessment
*Goal Setting
*Goal achievement
*Language learning strategies
AWARENESS
*Values
*Dreams
*Skills
*Challenges
*Progress
ATTITUDES
*Confidence
*Resilience
*Self-worth/esteem
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Paper folding Activity (USIP)
• What did you notice?• How did you feel when you looked around and saw
your paper was different?• What does the exercise tell you about
perspectives? • Why might it be useful to look at something in a
different way or from a different perspective?• What can we learn from looking at things
differently?
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Glenda Sims/Flickr
Appreciation of multiple perspectives & diversity
Skills for working through differences
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• Substitute the people in lessons with diverse groups so students get to know about them
Adapt
•Dialogue – strong pro-social norms•Active listening Strand
• Multiple perspectives (paper folding activity, awareness raising and knowledge building)
• Exchange
Special lessons
Tolerance
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ToleranceKNOWLEDGE
*Values & behavior are culturally embedded
*Underlying beliefs/values of own and other cultures
*People & cultures which differ from self
SKILLS
*See multiple perspectives
*See facts vs. interpretation
*Critical self-reflection
*Active Listening
*Dialogue
AWARENESS
*Own values and beliefs
*Own cultural influences
*Reactions to difference values, beliefs, and behavior
ATTITUDES
*Empathy
*Acceptance of different perspectives, values, & behavior as viable
*Openness
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COMMUNITY
INTERCONNECTEDNESS
LOCAL
GLOBAL
Caring desire and skills to act for the benefit of others
IN CLASS
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• Expand activities for more personal exchange
• Community-based project as culmination of unit
Adapt•Discussion skills *Dialogue•“Community Time” •Synergy and group work skills•Conflict transformation
Strand
• Global issues: e.g. Earth Charter• Projects: mural painting• Skype across borders
Special lessons
Community
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CommunityKNOWLEDGE
*Of classmates & teacher
*Local issues and people
*Global issues—social, political, economic, environmental
*Pro-social norms and communication
SKILLS
*Pro-social communication and behavior
*Critical thinking & reflection
*Dialogue
AWARENESS
*One’s impact on others
*Self-assessment of pro-social skills, & understanding of local and global issues
ATTITUDES
*Empathy
*Caring
*Sense of connection to and responsibility for others
*Sense of agency
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How we
teachAgency
Rapport and unconditional
positive regard
Cooperative learning
High goals and
achievement
Pro-social classroom
management
Learn about students
www.worldlearningtesol.org/peacebuilding
Kevin Giddens: [email protected] Scott-Conley: [email protected]
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