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Abstract

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, express empathy with others, identify bias and articulate critical analysis of their schools, among other political systems. This analysis will contribute to the growing body of work on the practice of critical peace education.

Author Bio(s)

Cheryl Duckworth is an Assistant Professor of Conflict Resolution at Nova Southeastern University. Her teaching and research focus on peace education, development and conflict and social movements. Her study of the indigenous land rights movement, Land and Dignity in Paraguay, was recently published (Continuum Press, March 2011). She blogs at http://teachforpeace.blogspot.com. Email: cheryl.duckworth@nova.edu.

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