Trust Building in the Promotion of Peace and Intercultural Dialogue among Adolescents in International Summer Camps

• Farini, Federico ^[1]
  1. [1] University of Modena and Reggio Emilia

     University of Modena and Reggio Emilia

     Módena, Italia

     
• Localización: RIMCIS: Revista Internacional y Multidisciplinar en Ciencias Sociales, ISSN-e 2014-3680, Vol. 1, Nº. 2 (November), 2012, págs. 163-192
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This article aims to offer both a theoretical contribution and examples of practices of trust building in peace education. The analysis regards international summer camps established in Italy. Each camp is attended by four delegations of ten adolescents coming from different countries; aiming to promote adolescents’ ability in conflict resolution, peaceful relationships and intercultural dialogue. In analysing interactions, we follow the basic methodology of Conversation Analysis, which consists in working on naturally occurring interactions and more specifically on the contribution of single turns or actions to the ongoing sequence, with reference to the context. The analysis concerns the design of turns (actions) produced in the interaction and  the organization of the sequences in which educators’ and adolescents’ turns are intertwined. We aim to understand if and in which ways education is effective in enabling adolescents to communicate, creating conditions of trust and trusting commitment, mutual humanization, and mutual recognition of needs. Our data exemplifies two different ways of promoting trust and communication: 1) the educator coordinates the direct interactions between adolescents, who cooperate in constructing a joint narrative; 2) the educator  acts as a mediator of contacts among adolescents, promoting their alternate participation in the interaction in triadic exchanges.

• Referencias bibliográficas
  • Bar-Tal, D. (2002). The elusive nature of peace education. In by G.Salomon, B.Nevo (Eds.), Peace education: The concepts, principles, and...
  • Baraldi, C. (Ed.). (2009). Dialogue in intercultural communities. From an educational point of view. Amsterdam: John Benjamins.
  • Baraldi, C., Iervese, V. (2010). Dialogic Mediation in Conflict Resolution Education. Conflict Resolution Quarterly, 27(4), 423-445.
  • Britzman, D. (2007). Teacher education as uneven development: toward a psychology of uncertainty. International Journal of Leadership in Education,...
  • Brown, L. (2009). International education: a force for peace and cross‐cultural understanding?. Journal of Peace Education, 6 (2), 209-224.
  • Buber, M. (1923/2004). I and Thou. New York: Continuum
  • Dahl, T. (2009). The importance of place for learning about peace: residential summer camps as transformative thinking spaces. Journal of...
  • Danesh, H.B. (2006). Towards an integrative theory of peace education. Journal of Peace Education 3(1), 55–78.
  • Galtung, J. (1975). Peace: Research. Education. Action. Essays in peace research, Vol. 1. Copenhagen: Christian Ejlers.
  • Gardner, R. (2001). When listeners talk: response tokens and listeners stance. Amsterdam: John Benjamins.
  • Giddens, A. (1990). The consequences of modernity. Cambridge: Polity Press.
  • Giddens, A. (1991). Modernity and self-identity. Self and society in the late modern age. Cambridge: Polity Press.
  • Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books
  • Harber, C., Sakade, N. (2009). Schooling for violence and peace: how does peace education differ from ‘normal’ schooling?. Journal of Peace...
  • Harris, M.I. (2002). Conceptual underpinnings of peace education. In G.Salomon, B.Nevo (Eds.), Peace education: The concepts, principles,...
  • Harris, M.I. (2004). Peace education theory. Journal of Peace Education 1(1), 5–20.
  • Harris, M.I., Morrison, M.L. (2003). Peace education. 2nd edition. London: McFarland
  • Hengst, H., Zeiher, H. (Eds,). (2005). Kindheit soziologisch. Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Heritage, J. (1985). Analysing news interviews: Aspects of the production of talk for an overhearing audience. In T.Van Dijk (Ed.), Handbook...
  • Heritage, J., Robinson, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in talk-in-interaction. Social Psychology...
  • Hicks, D. (Ed.). (1996). Discourse, learning, and schooling, Cambridge: Cambridge University Press.
  • Hill, M., Davis, J., Prout, A. & Tisdall, K. (2004). Moving the Participation Agenda Forward. Children & Society 18(2), 77-96.
  • Holdsworth, R. (2004). Taking Young People Seriously Means Giving Them Serious Things to Do. In J.Mason, T.Fattore (Eds.), Children Taken...
  • Holland, S., O’Neill, S. (2006). We Had to be there to make Sure it Was What We Wanted. Enabling Children’s Participation in Family Decision-making...
  • Hutchby, I., Wooffitt, R. (1998). Conversation Analysis. Cambridge: Polity Press.
  • Hutchby, I. (2007). The discourse of child counseling, Amsterdam: John Benjamins.
  • James,A., Jenks, C. & Prout, A. (1998). Theorizing Childhood. Oxford: Polity Press.
  • James, W. (1899/1983). Talks to teachers in psychology and to students on some of life’s ideals. Cambridge: Harward University Press
  • Jenks, C. (1996). Childhood. London: Routledge.
  • Kelman, H. (2005). Building trust among enemies: The central challenge for international conflict resolution. International Journal of Intercultural...
  • Lawy, R., Biesta, G. (2006). Citizenship-as-practice: the educational implications of an inclusive and relational understanding of citizenship....
  • Luhmann, N. (1968). Vertrauen. Ein mechanismus der reduktion sozialer komplexität, Stuttgart: Enke.
  • Luhmann, N. (1984). Soziale Systeme. Frankfurt a.M.: Suhrkamp.
  • Luhmann, N. (1988). Familiarity, Confidence, Trust: Problems and Alternatives. In D. Gambetta (Ed.), Trust: Making and Breaking Cooperative...
  • Luhmann, N. (1991). Soziologie des Risikos. Berlin: De Gruyter.
  • Luhmann, N. (1997). Die Gesellschaft der gesellschaft. Frankfurt a.M.: Suhrkamp.
  • Luhmann, N., Schorr, K.E. (1979). Reflexionsprobleme im Erziehungssysteme. Frankfurt a.M.: Suhrkamp.
  • Matthews, H. (2003). Children and Regeneration: Setting and Agenda for Community Participation and Integration. Children & Society 17,...
  • Mehan, H. (1979). Learning lessons. Cambridge, Massachusetts: Harvard University Press.
  • Merton, R.K. (1936). The Unanticipated Consequences of Purposive Social Action. American Sociological Review, 1, 894-904.
  • Parsons, T. (1959). The School Class as a Social System: Some of Its Functions in American Society. Harvard Educational Review, 29, 297-318.
  • Pearce, W.B. (1989). Communication and the Human Condition. Carbondale: Southern Illinois University Press
  • Portes, A. (2000). The Hidden Abode: Sociology As Analysis Of The Unexpected. American Sociological Review, 65, 1-18
  • Shapiro, S. (2002). Toward a critical pedagogy of peace education. In G.Salomon, B.Nevo (Eds.), Peace education: The concepts, principles,...
  • Shier, H. (2001). Pathways to Participation: Openings, Opportunities and Obligations. Children & Society, 15, 107-117.
  • Walsh, S. (2011). Exploring Classroom Discourse. Language in Action. London: Routledge.
  • Wyness, M.G. (1999). Childhood, Agency and Education Reform. Childhood 6 (3), 353-368.