Unveiling the Hidden Curriculum in Conflict Resolution and Peace Education: Future Directions Toward a Critical Conflict Education and 'Conflict' Pedagogy
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This report offers a brief summary of a master thesis which had the purpose to study the way conflict management educators write and think about 'conflict.'Using a critical discourse analysis (a la Foucault) of 22 conflict resolution manuals for adults and children (U.S., Canadian, Australian), and using a selected sample of those most available to teachers and facilitators, the author asks the question "what is the best conflict education that is required for youth and adults to live in a world of a 'culture of violence' in the 21 st century?The specific purpose of the study was to provide a poststructuralist critique of conflict management texts/discourses re: the conceptualizations of 'conflict' itself.The study found that the texts/discourses were highly ideologically biased toward consensus theory, unity and harmony, cooperation, pragmatism and a general conservative politics based in psychological individualism (and social psychology).Thus, there is a "hidden curriculum" that ends up more like propaganda than good quality elicitive education, according the author of the report.The author offers alternative discourses to 'balance' the dominant discourses, adding a conflict perspective, critical pedagogy perspective and post-colonial approaches to conflict that might be useful.The author recommends some theoretical foundations (and future research paths) for building an alternative he calls critical 'conflict' pedagogy and/or critical conflict education.(contains 1 figure, References, End Notes).
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it