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'Are we doing Cátedra de Paz?' Teacher perspectives on enacting peace education in Bogotá, Colombia.

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Title: 'Are we doing Cátedra de Paz?' Teacher perspectives on enacting peace education in Bogotá, Colombia.
Authors: Bellino, Michelle J.1 (AUTHOR) bellino@umich.edu, Ortiz-Guerrero, Marcela2 (AUTHOR), Paulson, Julia3 (AUTHOR), Ariza Porras, Angie Paola4 (AUTHOR), Cortes, Ibeth Danelly5 (AUTHOR), Ritschard, Sebastian6 (AUTHOR), Sánchez Meertens, Ariel7 (AUTHOR)
Source: Journal of Peace Education. Dec2022, Vol. 19 Issue 3, p255-280. 26p.
Subject Terms: *Public school teachers, *Conflict management, *School shootings, Peace negotiations, Peacebuilding, Peace, Violence prevention
Geographic Terms: Bogotá (Colombia), Colombia
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: 'Are we doing Cátedra de Paz?' Teacher perspectives on enacting peace education in Bogotá, Colombia.
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  Data: <searchLink fieldCode="AR" term="%22Bellino%2C+Michelle+J%2E%22">Bellino, Michelle J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bellino@umich.edu</i><br /><searchLink fieldCode="AR" term="%22Ortiz-Guerrero%2C+Marcela%22">Ortiz-Guerrero, Marcela</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Paulson%2C+Julia%22">Paulson, Julia</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ariza+Porras%2C+Angie+Paola%22">Ariza Porras, Angie Paola</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cortes%2C+Ibeth+Danelly%22">Cortes, Ibeth Danelly</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ritschard%2C+Sebastian%22">Ritschard, Sebastian</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sánchez+Meertens%2C+Ariel%22">Sánchez Meertens, Ariel</searchLink><relatesTo>7</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Dec2022, Vol. 19 Issue 3, p255-280. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Public+school+teachers%22">Public school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink><br />*<searchLink fieldCode="DE" term="%22School+shootings%22">School shootings</searchLink><br /><searchLink fieldCode="DE" term="%22Peace+negotiations%22">Peace negotiations</searchLink><br /><searchLink fieldCode="DE" term="%22Peacebuilding%22">Peacebuilding</searchLink><br /><searchLink fieldCode="DE" term="%22Peace%22">Peace</searchLink><br /><searchLink fieldCode="DE" term="%22Violence+prevention%22">Violence prevention</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bogotá+%28Colombia%29%22">Bogotá (Colombia)</searchLink><br /><searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/17400201.2022.2146076
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        PageCount: 26
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      – SubjectFull: Public school teachers
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      – SubjectFull: School shootings
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      – SubjectFull: Peace negotiations
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      – SubjectFull: Peacebuilding
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      – SubjectFull: Peace
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      – SubjectFull: Violence prevention
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      – SubjectFull: Bogotá (Colombia)
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              Text: Dec2022
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