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Summary of CRE Activities
For the purposes of definition the terms peace education and conflict resolution education are blended into a mix of approaches when applied to Victorian schools.
The most common ways that schools incorporate PE & CRE are through:
The provision of safe, supportive learning environments. This will include attention to such things as relationship building, reduction of bullying, social skills development, conflict management, violence prevention, multiculturalism etc. Schools may organise activity around particular frameworks such as National Safe Schools, Values Education, Health Promoting Schools or Essential Learnings
Program approaches such as Civics and Citizenship Education, Human Rights Education, Values Education, Global Education and personal development (these are often hybridised to form the basis of a peaceful school program or
Philosophies such as peer mediation and restorative justice
Such responses are housed within whole school approaches. In general terms this means that:
- there are agreed (shared) values and vision directing school practice
- the curriculum includes student wellbeing, the school organisation, environment, policies and practices
- attention is paid to prevention, early intervention and targeted intervention.
- school leadership, teachers, students, parents and the wider community seek to collaborate and share the responsibility of developing a community of learning
- the practices are inclusive and multidisciplinary
Legislative and Policy Initiatives:
Government schools are governed by Department regulation for managing student behaviour. Conflict resolution can invariably be attached to such regulation. However this can be framed within a rather autonomous and competitive environment. School Councils are responsible for developing local codes of conduct (DSE, 1994). School budgets are linked to student numbers and perceptions of success can be based on the number of students who progress to higher education. Effective school discipline is also seen as a marker of success (DE&T, 2000). Teachers are responsible for developing classroom strategies consistent with their school’s code. Grounds for suspension and expulsion are spelled out and a process for managing school exclusion outlined. However, the document is open to interpretation and this is particularly evident for school exclusions. Perceptions about public or parent expectations can also influence discipline policy and procedure.
CRE Resources:
International Centre for Restorative Practices and Peacebuilding
Conference 17-19 October 2007
Sunshine Coast Queensland Australia
http://www.essentialresources.com.au
CRE Contact(s):
Gary Shaw
Office of Learning & Teaching
Department of Education and Training
Level 3, 33 St. Andrews Place
East Melbourne 3002
ph: +61 3 9637 2031
fax:+ 61 3 9637 2170
Active CRE Organization:
SCRAM - Schools Conflict Resolution and Mediation
SCRAM is an interactive role play competition for Western Australian Year 9 & 10 high school students which facilitates the development of peaceful dispute resolution awareness and skills in secondary school communities.
Students mediate simulated disputes which relate to their everyday lives. The outcome of the mediated process is a mutual agreement which acknowledges the needs of all involved.
SCRAM is an initiative of WADRA (Western Australian Dispute Resolution Association).
Aims of SCRAM
SCRAM aims to promote and consolidate communication skills, negotiation skills and decision making skills: namely active listening, analysing, questioning, empathising, creative and logical thinking as well as the ability to speak clearly and concisely.
SCRAM aims to influence the school and the community through the skills the students learn. It provides an enjoyable and dynamic way of introducing students to the mediation process.
