'Are We Doing Cátedra de Paz?' Teacher Perspectives on Enacting Peace Education in Bogotá, Colombia

Autor/inn/en	Bellino, Michelle J.; Ortiz-Guerrero, Marcela; Paulson, Julia; Ariza Porras, Angie Paola; Cortes, Ibeth Danelly; Ritschard, Sebastian; Sánchez Meertens, Ariel
Titel	'Are We Doing Cátedra de Paz?' Teacher Perspectives on Enacting Peace Education in Bogotá, Colombia
Quelle	In: Journal of Peace Education, 19 (2022) 3, S.255-280 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bellino, Michelle J.) ORCID (Paulson, Julia) ORCID (Ritschard, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2022.2146076
Schlagwörter	Public Agencies; Peace; Civil Rights; Conflict Resolution; Public Policy; Violence; Prevention; Teaching Methods; Justice; Educational Opportunities; Public School Teachers; Foreign Countries; Educational Practices; Teacher Attitudes; Policy Analysis; War; Educational Policy; School Visitation; School Closing; COVID-19; Pandemics; Political Attitudes; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Öffentliche Einrichtung; Frieden; Bürgerrechte; Grundrechte; Zivilrecht; Conflict solving; Konfliktlösung; Konfliktregelung; Öffentliche Ordnung; Gewalt; Prävention; Vorbeugung; Teaching method; Lehrmethode; Unterrichtsmethode; Gerechtigkeit; Bildungsangebot; Bildungschance; Ausland; Bildungspraxis; Lehrerverhalten; Politikfeldanalyse; Krieg; Politics of education; Bildungspolitik; School closings; Schule; Schließung; Schließung (von Schulen); Political attitude; Politische Einstellung
Abstract	In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims to understand how educators have interpreted this national mandate, and the extent to which the policy has prompted and expanded teaching and learning opportunities about conflict, peace, and justice. We explore the perspectives of 46 teachers working in public schools across 19 of Bogotá's 20 localities, several years into the creation of the CdP and in the midst of a contentious national peace process. The paper shows a range of enactment formats and uneven impact on teachers' existing commitments to peace education. We conclude that the CdP has had a contradictory effect on school-based practices, legitimizing the importance of peace education as a national imperative, while marginalizing efforts within schools as individualized and bound to the social sciences subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01