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Negotiating Violence Prevention
Author(s) -
Daiute Colette,
Stern Rebecca,
LelutiuWeinberger Corina
Publication year - 2003
Publication title -
journal of social issues
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.618
H-Index - 122
eISSN - 1540-4560
pISSN - 0022-4537
DOI - 10.1111/1540-4560.00006
Subject(s) - curriculum , negotiation , context (archaeology) , democracy , pedagogy , psychology , ethnic group , sociology , tracking (education) , social psychology , political science , criminology , politics , social science , geography , law , archaeology
Evaluation research typically treats standards of violence prevention programs, like other curricula, as unquestioned values of a good society, while identifying youth as the problem to be solved. This article explains how the evaluative gaze can, in contrast, be critically fixed on the interpretations of various stake holders in the violence prevention enterprise, including curriculum authors, teachers, and youth, whose social values are often under‐represented. In the context of a year‐long literacy‐based violence prevention curriculum focusing on racial and ethnic discrimination in 3 rd and 5 th grade urban classrooms, 5 teachers, their classes, and 36 individual students from these classes expressed contradictory and conforming values, suggesting to us the need to invite negotiation of social values as part of democratic education.