Appreciative Inquiry: Rethinking Human Organization toward a Positive Theory of Change

Democratic Schools: lessons from the chalk face

This project was commissioned by Ako Aotearoa (National Centre for Tertiary Teaching Excellence) and carried out with the Association of Pasifika Staff in Tertiary Education (APSTE). The purpose of this study was to identify exemplars of success for Pacific students in New Zealand tertiary education. The overarching research question was: What educational practices work best in achieving, sustaining, and reproducing Pacific student success in tertiary education? The sub-questions were: What are the perceptions that tertiary students hold about success in education? What enabling factors contribute significantly to one’s success or achievement? How do institutions engage in students’ success in education?

Educational practices that benefit Pacific learners in tertiary education

This paper is written by democratic educators who stand for the idea that is it worth developing, through classrooms and schools, a socially just (egalitarian), anti‐discriminatory society where in...

Towards educational inclusion in a contested society: from critical analysis to creative action

This article develops a model of transformative peace education that incorporates dimensions of justice and transformation, as well as insights from existing models of transformative learning. The authors begin with a discussion of the literature then move to a description of three different models (University of Peace, Costa Rica; Pearson Peace Centre, Canada; the Institute of Extra-Mural Studies, Sierra Leone). Building on the strengths and challenges of these three models, the authors propose a transformative model of peace education that has five key sensitivities: diversity, participatory learning, globalized perspectives, indigenous knowing, and spiritual underpinnings. Suggestions for how this model might be implemented conclude the discussion.

Toward a Global Culture of Peace A Transformative Model of Peace Education

Against a backdrop of slow progress toward a more peaceful and pluralist society in Northern Ireland, the research reported in this article addresses the transformative potential of narrative modes of professional learning. Phrases such as “the storied nature of human conduct” admirably embodied our narrative stance. Peace poems were elicited from children and young people, and a sample of these was then discussed interpretatively by groups of experienced teachers and educators supported by practices from the organisational development approach called Appreciative Inquiry. The story-based approach proved to be an empowering and sensitive way to develop a language of possibility for action. Narrative ideas and approaches were found to be extremely powerful tools for challenging that most obdurate of barriers to the transformation of schooling for peace—the “culture of silence” that discourages open discussion within schools on the causes and consequences of social division.

Examining the Possibilities of School Transformation for Peace in Northern Ireland from a Narrative Perspective

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Examining the Possibilities of School Transformation for Peace in Northern Ireland from a Narrative Perspective