@article {Gürsel-Bilgin:2020:1323-577X:27,
title = "Dialogue in Peace Education Theory and Practice1",
journal = "Educational Practice and Theory",
parent_itemid = "infobike://jnp/ept",
publishercode ="jnp",
year = "2020",
volume = "42",
number = "1",
publication date ="2020-06-01T00:00:00",
pages = "27-46",
itemtype = "ARTICLE",
issn = "1323-577X",
eissn = "2201-0599",
url = "https://www.ingentaconnect.com/content/jnp/ept/2020/00000042/00000001/art00003",
doi = "doi:10.7459/ept/42.1.03",
keyword = "peace education practice, dialogic practice, critical dialogue, building healthy relationships, Peace educators, sexual assault, gender",
author = "G{\"u}rsel-Bilgin, G{\"u}listan",
abstract = "This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue
as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics
necessary in the formal school setting to employ Freirean dialogue.",
}