Building Educational Systems to Support CRE
CRE and SEL programs have been in existence for some time, and in some cases, the diffusion of these programs has been widespread. CRE is becoming more prevalent around the world, with particular strongholds in European countries such as Norway, the Netherlands, the United Kingdom, France, Germany, and Northern Ireland.
For example, Norway requires peer mediation and bullying prevention programs in all elementary and secondary schools—by mandate of the King of Norway. There is also considerable interest in CRE in South America (e.g., Columbia and Brazil), where programs like Responding to Conflict Creatively (sponsored by the Educators for Social Responsibility) have been widely introduced in secondary schools (Lantieri & Patti, 1996). And, especially relevant for conflict- ridden societies, CRE has been increasingly used in Africa (e.g., Ghana, Sierra Leone, and South Africa) (Shaw, 2010). Perhaps the best example of CRE on the African continent is the reliance on restorative justice and mediation programs in schools in South Africa to enhance reconciliation and racial integration (Jones, 2004b). Asia (e.g., Thailand and Japan) and the Middle East (e.g., Israel, Lebanon, and Jordan) have struggled with implementing CRE programs but are making progress (van Woerkom, 2004).
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