Characteristics of a Cohesive School Environment in a Divided Society

Abstract

Abstract

Characteristics of a Cohesive School Environment in a Divided Society

by Sukriye Isiyok

Graduate School of Education Seoul National University Lifelong Education Major This study aimed to identify the characteristics of a cohesive school environment in a divided society and analyze them in depth. For this purpose, this study employed a field work in the Peace School in Zamboanga city in the Philippines. This school was chosen for being successful in providing a cohesive environment in conflict affected city and having several national and international peace awards. The data was collected mainly through a) a total of 24 interviews were done with students, teachers, parents and principal of the school, b) participatory observation of a school activities and non-participatory observation of one classroom were done for 18 days, c) school documentations and other documents was used to find information about the school in the newspaper, internet sites, and social media. The study showed that the success for schools in divided societies is about getting people from different backgrounds together. In other words, the school should be a place where the school community

students, teacher, parents have a good relationships. Another success was identified by the graduate students who are teachers in the Peace school now as being able to adapt what they learned in the school in their life in the university and when they became teachers. Moreover, the school should be considered as a second home for the students as it is a place not only to improve academically but also morally. In addition, the results of the study showed that five main elements were found in providing a cohesive environment in the school

a) Non-sectarian system in the school, b) Practicing values with activities, c) Values integrated curriculum, d) Pre-service and In-service teacher training e) Home-visitations. In more detail, the school should not have a dominant culture or religion

on the other hand, there is a need to inform the students about diversities. Second, regular activities with different formats are considered important to practice some values and strengthen the relationships. Specifically, the school should have activities for students from different years, for teachers, for parents, and for the community. Third, universal values should be integrated in every subject to help the students find out how to apply these values. Fourth, teachers are considered as the most essential part as being role models for students. In this regard, the study shows that teachers should have a pre-service training in the university about topics

such as human rights, peace education, citizenship education, global education and educational courses. Also, this study demonstrates that university students need a long term practice of peace education as a pre-service training which can be done by not only take care of the students academically but also morally. In addition, In-service teacher training is needed to equip the teachers with some skills about how to deal with different backgrounds and abilities. Lastly, the research states that the school cannot be successful in providing a cohesive environment unless it cooperates with parents. Accordingly, home-visitations are important to make contact with parents to find solutions to some problems and to know the student better. Furthermore, the study indicates that there are some challenges in providing a cohesive school environment. Firstly, activities are done in the school because it is hard to find safe places out of the school environment in armed-conflict areas. Secondly, teachers might have difficulty in dealing with bullying problem especially with newly enrolled students. From the findings, the study finally emphasizes that the teachers are too busy with the students by preparing activities, dealing with some problems and organizing home visitation for parents.

Keywords: Peace through Education, Cohesive School Environment, Conflict-affected Areas, Universal Values, Values-integrated Curriculum, Global Educators. Student Number: 2014-22108