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Schooled in democracy?: promoting democratic values as a whole-school approach to violence prevention

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Schooled in democracy? promoting democratic values as a whole-school approach to violence prevention. / Holt, Amanda; Martin, Denise; Hayden, Carol et al.
In: Crime Prevention and Community Safety, Vol. 13, No. 3, 08.2011, p. 205-217.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Holt, A, Martin, D, Hayden, C & Nee, C 2011, 'Schooled in democracy? promoting democratic values as a whole-school approach to violence prevention', Crime Prevention and Community Safety, vol. 13, no. 3, pp. 205-217. https://doi.org/10.1057/cpcs.2011.6

APA

Holt, A., Martin, D., Hayden, C., & Nee, C. (2011). Schooled in democracy? promoting democratic values as a whole-school approach to violence prevention. Crime Prevention and Community Safety, 13(3), 205-217. https://doi.org/10.1057/cpcs.2011.6

Vancouver

Holt A, Martin D, Hayden C, Nee C. Schooled in democracy? promoting democratic values as a whole-school approach to violence prevention. Crime Prevention and Community Safety. 2011 Aug;13(3):205-217. doi: 10.1057/cpcs.2011.6

Author

Holt, Amanda ; Martin, Denise ; Hayden, Carol et al. / Schooled in democracy? promoting democratic values as a whole-school approach to violence prevention. In: Crime Prevention and Community Safety. 2011 ; Vol. 13, No. 3. pp. 205-217.

Bibtex

@article{f6b90af44c164885ae26b00cb36b94e2,
title = "Schooled in democracy?: promoting democratic values as a whole-school approach to violence prevention",
abstract = "This article discusses a Europe-wide project which aimed to promote Safer Schools through utilising a Charter of {\textquoteleft}democratic principles{\textquoteright}. This included the non-violent resolution of conflicts and the right to equal treatment and respect. The first part of this article discusses the empirical findings from original research conducted with five London schools (and their local partners) who participated in this project. It was found that most participants were positive about the project{\textquoteright}s potential, with many {\textquoteleft}democratic initiatives{\textquoteright} cited as examples of how the promotion of a principled Charter could produce good practice in combating violence in schools. The second part of this article raises more fundamental questions about the role of democracy in violence prevention programmes. In particular, it questions the assumption of a direct relationship between (non)violence and democratic values, and asks whether it is possible to promote democratic principles within inherently undemocratic institutions such as schools.",
keywords = "violence prevention, safer schools , democracy , education",
author = "Amanda Holt and Denise Martin and Carol Hayden and Claire Nee",
year = "2011",
month = aug,
doi = "10.1057/cpcs.2011.6",
language = "English",
volume = "13",
pages = "205--217",
journal = "Crime Prevention and Community Safety",
issn = "1743-4629",
publisher = "Palgrave Macmillan Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - Schooled in democracy?

T2 - promoting democratic values as a whole-school approach to violence prevention

AU - Holt, Amanda

AU - Martin, Denise

AU - Hayden, Carol

AU - Nee, Claire

PY - 2011/8

Y1 - 2011/8

N2 - This article discusses a Europe-wide project which aimed to promote Safer Schools through utilising a Charter of ‘democratic principles’. This included the non-violent resolution of conflicts and the right to equal treatment and respect. The first part of this article discusses the empirical findings from original research conducted with five London schools (and their local partners) who participated in this project. It was found that most participants were positive about the project’s potential, with many ‘democratic initiatives’ cited as examples of how the promotion of a principled Charter could produce good practice in combating violence in schools. The second part of this article raises more fundamental questions about the role of democracy in violence prevention programmes. In particular, it questions the assumption of a direct relationship between (non)violence and democratic values, and asks whether it is possible to promote democratic principles within inherently undemocratic institutions such as schools.

AB - This article discusses a Europe-wide project which aimed to promote Safer Schools through utilising a Charter of ‘democratic principles’. This included the non-violent resolution of conflicts and the right to equal treatment and respect. The first part of this article discusses the empirical findings from original research conducted with five London schools (and their local partners) who participated in this project. It was found that most participants were positive about the project’s potential, with many ‘democratic initiatives’ cited as examples of how the promotion of a principled Charter could produce good practice in combating violence in schools. The second part of this article raises more fundamental questions about the role of democracy in violence prevention programmes. In particular, it questions the assumption of a direct relationship between (non)violence and democratic values, and asks whether it is possible to promote democratic principles within inherently undemocratic institutions such as schools.

KW - violence prevention

KW - safer schools

KW - democracy

KW - education

U2 - 10.1057/cpcs.2011.6

DO - 10.1057/cpcs.2011.6

M3 - Journal article

VL - 13

SP - 205

EP - 217

JO - Crime Prevention and Community Safety

JF - Crime Prevention and Community Safety

SN - 1743-4629

IS - 3

ER -