References for
Table of Contents overview
Best practices and most similar efforts in conflict resolution &“peace education”
Existing attempts at teaching the conflict’s divided history in the land of that conflict
Development of group identities and prejudice, usually in childhood
Omnipresence in life of either cooperative, competitive, or individualistic interactions
Social benefit of cooperative interactions: Inclusivegroup identity gets stronger
Classmates as socialization agents
Academicbenefits (test scores) of cooperative interactions (cooperative learning)
Benefits of a supplemental curriculum for “social-emotional learning” (SEL)
Working with the parents
Best practices of preschool / pre-primary
Administering a school in Cyprus
How just oneschool could lead to a conflict’s peace agreement
Defining“most powerful evidence”
Academic-achievement books that list cooperative learning & SEL as important
Evaluating conflict-resolution and related education programs
Table of Contents in depth
Best practices & most similar efforts in conflict resolution & “peace education”
Cyprus
Lebanon
Israeli-Palestinian conflict
Multiple locations or in general
Existing attempts at teaching the conflict’s divided history in the land of that conflict
Cyprus
Israeli-Palestinian conflict
Multiple locations or in general
Development of group identities and prejudice, usually in childhood
Cyprus
Multiple locations or in general
Omnipresence in life of either cooperative, competitive, or individualistic interactions
Multiple locations or in general
Social benefit of cooperative interactions: Inclusive group identity gets stronger
Israeli-Palestinian conflict
Multiple locations or in general
Classmates as socialization agents
Academic benefits of cooperative interactions (cooperative learning)
Cyprus,Greece, or Turkey
Lebanon
Israeli-Palestinian conflict
Multiple locations or in general
In the math classroom
History
Structured Controversy: Best way to teach divisive topics
Reading, writing, languages
Science
Preschool / pre-primary
Potential criticisms and responses
Gifted students
Assessment
Schoolwide implementation (no more than 35% of total lessons)
Benefits of a supplemental curriculum for “social-emotional learning”
Cyprus, Greece, or Turkey
Multiple locations or in general
Preschool / pre-primary
Working with the parents
Cyprus
Israeli-Palestinian conflict
Best practices of preschool / pre-primary
Cyprus
Multiple locations or in general
Administering a school in Cyprus
Why not The English or Junior School?
School funding: R&D expense using 1% of defense budgets for bigger conflicts
Cyprus
Northern Ireland
Lebanon
Israeli-Palestinian conflict
Korean Peninsula
India-Pakistan
Iraq and Afghanistan
Multiple locations or in general
How just one school could lead to a conflict’s peace agreement
1. Importance of a long time horizon for trust & successful negotiations
Northern Ireland
Multiple locations or in general
2. Enroll politically-tied 2-year-olds fromoverlapping family& government trees
In Cyprus
Multiple locations or in general
3. Parents affect children’s attitudes, but the reverse is true too, over time
Northern Ireland
Multiple locations or in general
4. Impact of “extendedimagined contact” on 2-year-old’s family
Cyprus
Northern Ireland
Multiple locations or in general
5. Continued flow across family & government trees (“weak-tie strength”)
6. Future positive meetings with the dislikedleads tocognitive dissonance
7. Cognitive dissonance changes one’s attitude about preferred social identity
Cyprus
Multiple locations or in general
8. A shared social identity leads to more cooperation, trust, & group problem-solving, includingtop negotiations
Cyprus
Collaboration-creativity connection
Defining “most powerful evidence”
Academic-achievement books that list cooperative learning & SEL as important
Evaluating conflict-resolution and related education programs
Cyprus
Multiple locations or in general
International conflict resolution & “peace education”
Cyprus
Johnson, L. S. (2007). Reconciliation and peace education in Cyprus: What will it take? The Cyprus Review, 19(1), 17-41. Free read
Laouris, Y., Erel, A., Michaelides, M., Damdelen, M., Taraszow, T., Dagli, I., Laouri, R., & Christakis, A. (2009). Exploring options for enhancement of social dialogue between the Turkish and Greek Communities in Cyprus using the Structured Dialogic Design Process. Systematic Practice & Action Research, 22, 361-381.
Laouris, Y., Michaelides, M., Damdelen, M., Laouri, R., Beyatli, D., & Christakis, A. (2009). A systemic evaluation of the state of affairs following the negative outcome of the referendum in Cyprus using the Structured Dialogic Design Process. Systematic Practice & Action Research, 22, 45-75.
McKnight, M., Leonard, M., & Spyrou, S. (2011). Growing up in divided societies: Confronting continuity and change. International Journal of Sociology and Social Policy, 31(9/10), 520-530.
Lebanon
van Ommering, E. (2011). Schooling in conflict: An ethnographic study from Lebanon. International Journal of Sociology and Social Policy, 31(9/10), 543-554.
Israeli-Palestinian conflict
Maoz, I. (2011). Does contact work in protracted asymmetrical conflict? Appraising 20 years of reconciliation-aimed encounters between Israeli Jews and Palestinians. Journal of Peace Research, 48(1), 115-125. Abstract
Suleiman, C. (2011). Language and Identity in the Israel-Palestine Conflict: The Politics of Self-perception in the Middle East. New York: Tauris Academic Studies.
Multiple locations or in general
Bar-Tal, D. & Rosen, Y. (2008). Conditions for the development of peace education in societies involved in intractable conflict. In D. Berliner & H. Kupermintz (Eds.), Fostering Change in Institutions, Environments, and People (pp. 231-250). Mahwah, NJ: Lawrence Erlbaum. Abstract
Bekerman, Z., & McGlynn, C. (Eds.) (2007). Addressing Ethnic Conflict through Peace Education: International Perspectives. New York: Palgrave Macmillan. Abstract
Carnegie Commission on Preventing Deadly Conflict. (1997) Preventing Deadly Conflict: Final Report. New York: Carnegie Corporation. Free read
Deutsch, M. (1994). Constructive conflict resolution: Principles, training, and research. Journal of Social Issues, 50(1), 13-32. Abstract
Deutsch, M., Coleman, P. T., & Marcus, E. C. (Eds.), (2006). The Handbook of Conflict Resolution: Theory and Practice (2nd ed.). San Francisco, CA: Jossey-Bass. Free read
Harris, I. M., & Morrison, M. L. (2003). Peace Education (2nd ed.). Jefferson, NC: McFarland. Free read
Johnson, D. W., & Johnson, R. T. (2009). Peace education in the classroom: Creating effective peace education programs. In G. Salomon & E. Cairns (Eds.), Handbook on Peace Education (pp.223-240). New York: Psychology Press. Abstract
Lederach, J. P. (1995). Preparing for Peace: Conflict Transformation Across Cultures. New York: Syracuse University Press. Free read
Lederach, J.P. (1997). Building Peace: Sustainable Reconciliation in Divided Societies. Washington, D.C.: United States Institute of Peace Press. Free read
Lederach, J. P. (2005). The Moral Imagination: The Art and Soul of Building Peace. Oxford: Oxford University Press. Free read
Lederach, J. P., & Jenner, J. (Eds.), (2002). Into the Eye of the Storm: A Handbook of International Peacebuilding. San Francisco; Jossey Bass. Abstract
McGlynn, C., Zembylas, M., Bekerman, Z., & Gallagher, T. (Eds.) (2009). Peace Education in Conflict and Post-Conflict Societies: Comparative Perspectives. New York: Palgrave Macmillan. Free read
Nowak, A., Deutsch, M., Bartkowski, W., & Solomon, S. (2010). From crude law to civil relations: The dynamics and potential resolution of intractable conflict. Peace and Conflict: Journal of Peace Psychology, 16(2), 189-209. Abstract
Praszkier, R., Nowak, A., & Coleman, P. T. (2010). Social entrepreneurs and constructive change: The wisdom of circumventing conflict. Peace and Conflict: Journal of Peace Psychology, 16(2), 153-174. Abstract
Roy, B., Burdick, J., & Kriesberg, L. (2010). A conversation between conflict resolution and social movement scholars. Conflict Resolution Quarterly, 27(4), 347-368. Abstract
United States Agency for International Development (USAID) Office of Conflict Management and Mitigation. (2011). People-to-People Peacebuilding: A Program Guide. Washington, DC: USAID/DCHA/CMM. Free read
Teaching the divisive history in the conflict
Cyprus
Makriyianni, C. & Psaltis, C. (2007). The teaching of history and reconciliation. The Cyprus Review, 19(1), 43-69. Free read
Zembylas, M., & McGlynn, C. (2012). Discomforting pedagogies: Emotional tensions, ethical dilemmas and transformative possibilities. British Educational Research Journal, 38(1), 41-59.
Israeli-Palestinian conflict
Bekerman, Z., & Zembylas, M. (2010). Fearful symmetry: Palestinian and Jewish teachers confront contested narratives in integrated bilingual education. Teaching and Teacher Education, 26(3), 507-515. Abstract
Pappe, I. (2006). The bridging narrative concept. In R. I. Rotberg (Ed.), Israeli and Palestinian Narratives of Conflict: History's Double Helix (pp. 194-204). Bloomington: Indian University Press. Free read
Multiple locations or in general
Barkan, E. (2005). Engaging history: Managing conflict and reconciliation. History Workshop Journal, 59(1), 229-236. Abstract
Korostelina, K. (2008). History education and social identity. Identity: An International Journal of Theory and Research, 8(1), 25-45. Abstract
Leeuw-Roord, J. van der. (2001). The past is no history! Controversial history teaching as a hazardous challenge for the European history teacher. In K. Pellens, G. Behre, E. Erdmann, et al. (Eds.), Historical Consciousness and History Teaching in a Globalizing Society.
Levisohn, J. A. (2010). Negotiating historical narratives: An epistemology of history for history education. Journal of Philosophy of Education, 44(1), 17.
McCully, A., & Montgomery, A. (2009). Knowledge, skills and dispositions: Educating history teachers in a divided society. International Journal of Historical Learning, Teaching and Research, 8(2), 92-105. Abstract
Pingel, F. (2008). Can truth be negotiated? History textbook revision as a means to reconciliation. The Annals of the American Academy of Political and Social Science, 617, 181-198. Abstract
Reilly, J., & McCully, A.W. (2011) Critical thinking and history teaching in a contested society: The potential influence of social cognitions. Presentation for the American Educational Research Association Annual Meeting. New Orleans. American Educational Research Association. Abstract
Tint, B. (2010). History, memory, and conflict resolution: Research and application. Conflict Resolution Quarterly, 27(4), 369-399.
Development of group identities and prejudice, usually in childhood
Cyprus
Philippou, S. (2005). Constructing national and European identities: the case of Greek-Cypriot pupils. Educational Studies, 31(3), 293-315. Abstract
Multiple locations or in general
Amiot, C.E., de la Sablonniere, R., Terry, D. J., & Smith, J. R. (2007). Integration of social identities in the self: Toward a cognitive-developmental model. Personality and Social Psychology Review, 11(4), 364-388.
Bennett, M, & Sani, F. (Eds.) (2004). The Development of the Social Self. East Sussex: Psychology Press. Free read
Bigler, R. S., Jones, L. C., & Lobliner, D. B. (1997). Social categorization and the formation of intergroup attitudes in children. Child Development, 68, 530-543. Abstract
Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge, MA: Harvard University Press.
Condor, S. (1996). Social identity and time. In W. P. Robinson (Ed.), Social Groups and Identities: Developing the Legacy of Henri Tajfel (pp. 285-315). Oxford, UK: Butterworth-Heinemann. Free read
Gaertner, S. L., Dovidio, J. F., Guerra, R., Rebelo, M., Monteiro, M. B., Riek, B. M., & Houlette, M. A. (2008). The common in-group identity model: Applications to children and adults. In S. R. Levy & M. Killen (Eds.),Intergroup Attitudes and Relations in Childhood Through Adulthood (pp.204-219). New York: Oxford University Press. Free read
Huddy, L. (2001). From social to political identity: a critical examination of social identity theory. Political Psychology, 22(1), 127-156.
McKown, C., & Quintana, S. (Eds.) (2007). The Handbook of Race, Racism and the Developing Child. New York: Wiley. Abstract
Patterson, M. M., & Bigler, R. S. (2006). Preschool children’s attention to environmental messages about groups: Social categorization and the origins of intergroup bias. Child Development, 77(4), 847-860.
Omnipresence in life of either cooperative, competitive, or individualistic interactions
Multiple locations or in general
Ames, C. (1981). Competitive versus cooperative reward structures: The influence of individual and group performance factors on achievement attributions and affect. American Educational Research Journal, 18, 273–287. Abstract
Ames, C. (1984). Competitive, cooperative, and individualitic goal structures: A cognitive-motivational analysis. In R. Ames and C. Ames (Eds.), Research in Motivation in Education (Vol. 1; pp. 11-208). New York: Academic Press.
Austin, J., & Vancouver, J. (1996). Goal constructs in psychology: Structure, process, and content. Psychological Bulletin, 120, 338–375. Abstract
Blatchford, P., Kutnick, P., Baines, E., & Galton, M. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39(1-2), 153–172. Abstract
Cooper, L., Johnson, D. W., Johnson, R. T., & Wilderson, R. T. (1980). The effects of cooperative, competitive, and individualistic experiences of interpersonal attraction among heterogeneous peers. The Journal of Social Psychology, 111(2), 243-252. Abstract
Crockenberg, S., & Bryant, B. (1978), Socialization: The "implicit curriculum" of learning environments. Journal of Research and Development in Education, 12(1), 69-78. Abstract (discusses cooperative, competitive, and individualistic interactions)
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129-152. Abstract
Deutsch, M. (1954). Field theory in social psychology. In L. Gardner (Ed.), Handbook of Social Psychology (pp. 181-222). Oxford, England: Addison-Wesley Publishing Co. Free read
Deutsch, M. (1973). The Resolution of Conflict: Constructive and Destructive Processes. New Haven, CT: Yale University Press. Free read
Deutsch, M. (1991). A personal history of social interdependence: Theory, research, and practice. Paper presented at the symposium: Implications of Social Interdependence Theory for the 1990s and Beyond. Annual Meeting of the American Psychological Association, San Francisco, CA; August 16, 1991. Free read
Georgas, J. (1985). Group interactions and problem solving under cooperative, competitive and individual conditions with Greek children. Genetic, Social, and General Psychology Monographs, 111, 349–361. Abstract
Georgas, J. (1986). Cooperative, competitive, and individualistic goal structures with seventh-grade Greek children: Problem-solving effectiveness and group interactions. Journal of Social Psychology, 126, 227–236. Abstract
Hom, H. L., Berger, M., Duncan, M. K., Miller, A., & Blevin, A. (1994). The effects of cooperative and individualistic reward on intrinsic motivation. Journal of Genetic Psychology, 155(1), 87-97. Abstract
Humphreys, B., Johnson, R. T., & Johnson, D. W. (1982). Effects of cooperative, competitive, and individualistic learning on students' achievement in science class. Journal of Research in Science Teaching, 19(5), 351-366. Abstract
Johnson, D. W. (2003). Social interdependence: The interrelationships among theory, research, and practice. American Psychologist, 58(11), 934-945. Abstract
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company. Abstract
Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning and social interdependence theory. Social Psychological Application to Social Issues, 4, 9-35. Free read
Johnson, D. W., & Johnson, R. T. (2003). Student motivation in cooperative groups: Social interdependence theory. In R. Gillies & A. Ashman (Eds.), Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups (pp. 136-176). New York: RoutledgeFalmer. Abstract
Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social and General Psychology Monographs, 131(4), 285-360. Free read
Johnson, D. W., & Johnson, R. T. (2008). Social interdependence, moral character, & moral education. In L. P. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education (pp.204-229). New York: Routledge. Free read
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. Free read
Johnson, D. W., Johnson, R. T., & Maruyama, G. (1983). Interdependence and interpersonal attraction among heterogeneous and homogeneous individuals: A theoretical formulation and a meta-analysis of the research. Review of Educational Research, 53(1), 5-54. Abstract
Johnson, D. W., Maruyama, G., Johnson, R. T., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychology Bulletin, 89, 47–62. Abstract
Lepage, P., & Sockett, H. (2002). How should children learn? Competition and collaboration.
In P. LePage & H. Sockett (Eds.), Educational Controversies: Toward a Discourse of Reconciliation (pp. 55-66). New York: RoutledgeFalmer. Free read
Lewin, K. (1951). Field Theory in Social Science: Selected Theoretical Papers. Editor: D. Cartwright. Oxford, England: Harpers. Abstract
Norem-Hebeisen, A., & Johnson, D.W. (1981). The relationship between cooperative, competitive, and individualistic attitudes and differentiated aspects of self-esteem. Journal of Personality, 49, 415–425. Abstract
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. Free read
Rusbult, C. E. & Van Lange, P. (2008). Why we need interdependence theory. Social and Personality Psychology Compass, 2(5), 2049-2070. Abstract
Smith, K. A. (2007, December 3-5). Preparing students for an interdependent world: Role of cooperation and social interdependence theory.Keynote speech given at the Johor 2007 Regional Conference on Engineering Education: “Engineering Education: Towards Building World Class Human Capital.” Free read
A social benefit of cooperative interactions: The inclusive group identity gets stronger
Israeli-Palestinian conflict
Hertz-Lazarowitz, R. (2004). Existence and coexistence in Acre: The power of educational activism. Journal of Social Issues, 60(2), 357-371. Abstract
Multiple locations or in general
Bettencourt, B., Brewer, M., Croak, M., & Miller, N. (1992). Cooperation and reduction of intergroup bias: The role of reward structure and social orientation. Journal of Experimental Social Psychology, 28, 630-659. Abstract
Blake, R. B., & Mouton, J. S. (1991). A model for identifying and commitment to superordinate goals. In D. Granberg & G. Sarup (Eds.), Social Judgment and Intergroup Relations: Essays in Honor of Muzafer Sherif (pp. 219-228). New York: Springer-Verlag. Free read
Bleszynska, K. (2008). Cooperative learning and processes of individuation. Paper presented at the IAIE-IASCE Conference: “Cooperative Learning in Multicultural Societies: Critical Reflections.” (Torino, Italy, January 19-22, 2008).
Brewer, M. B. (1996). When contact is not enough: social identity and intergroup cooperation. International Journal of Intercultural Relations, 20, 291-303. Abstract
Brewer, M. B. (2000). Reducing prejudice through cross-categorization: Effects of multiple social identities. In S. Oskamp (Ed.), Reducing Prejudice and Discrimination (pp. 165-183). Mahwah, NJ: Lawrence Erlbaum. Free read
Cameron, L., Rutland, A., & Brown, R. J. (2007). Promoting children’s positive intergroup attitudes towards stigmatized groups: Extended contact and multiple classification skills training. International Journal of Behavioral Development, 31, 454–466. Abstract
Coleman, P. T., & Deutsch, M. (1995). The mediation of interethnic conflict in schools. In W. D. Hawley, & A. W. Jackson (Eds.), Toward a common destiny: Improving race and ethnic relations in America (pp. 371-396). San Francisco, CA: Jossey-Bass. Free read
Cooper, R., & Slavin, R. E. (2004). Cooperative learning: An instructional strategy to improve intergroup relations. In W. G. Stephan and P. W. Vogt (Eds.), Education Programs for Improving Intergroup Relations: Theory, Research, and Practice (pp. 55-70). New York: Teachers College, Columbia University. Free read
Dovidio, J. F., Gaertner, S. L., & Saguy, T. (2007). Another view of "we:" Majority and minority group perspectives on a common ingroup identity. European Review of Social Psychology, 18, 296-330.
Dovidio, J. F., Gaertner, S. L., & Validzic, A. (1998). Intergroup bias: Status, differentiation, and a common in-group identity. Journal of Personality and Social Psychology, (75)1, 109-120. Abstract
Gaertner, S. L., Dovidio, J. F., Banker, B. S., Houlette, M., Johnson, K. M., & McGlynn, E. A. (2000). Reducing intergroup conflict: From superordinate goals to decategorization, recategorization, and mutual differentiation. Group Dynamics: Theory, Research, and Practice, 4(1), 98-114. Abstract
Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98, 732–749. Abstract
Gonzalez, R., & Brown, R. (2003). Generalization of positive attitude as a function of subgroup and superordinate group identifications in intergroup contact. European Journal of Social Psychology, 33(2), 195-214. Abstract – coop interactions
Hamburg, D. A. (1994). Education for conflict resolution: Can we learn to live together?
President's Essay - Reprinted from the 1994 Annual Report. New York: Carnegie Corporation. Free read
Hamburg, D. A., & Hamburg, B. A. (Eds.), (2004). Learning to Live Together: Preventing Hatred and Violence in Child and Adolescent Development. NY: Oxford University Press. Free read
Hansell, S., & Slavin, R. E. (1981). Cooperative learning and the structure of interracial friendships. Sociology of Education, 54, 98–106. Abstract
Hewstone, M. (2000). Contact and categorization: Social psychological interventions to change intergroup relations. In C. Stangor (Eds.), Stereotypes and Prejudice: Key Readings in Social Psychology (pp. 394-418). Philadelphia: Psychology Press. Free read
Hornsey, M., & Hogg, M. (2000). Subgroup relations: A comparison of mutual intergroup differentiation and common ingroup identity models of prejudice reduction. Personality and Social Psychology Bulletin, 26(2), 241-256. Abstract