Finding Common Ground: Learning the Language of Peace

In the preface to her seminal book, The Peaceable Classroom, Mary Rose O'Reilley artificial positions the question a professor asked in a seminar for teaching assistants: "Is it possible to teach English for a like reason that people stop killing each other?" (9) one as well as the other haunted and inspired by this question, O'Reilley answers by dint of demonstrating that English can be taught in a way that will bring violence if the teacher creates a "peaceable classroom"-one which encourages pupils to find their own voice, listen to each other, defer to each other, and to make peace (23) A "peaceable classroom" teacher sustains consensus, cooperation, nurturing, compassion, and "leadings of intuition" (O'Reilley 32-35)

O'Reilley and others who have since joined her cause point without that in a "peaceable classroom" pupils are encouraged to develop a rich, authentic inner life (voice) for a like reason they can share their possess stories and enter into the stories of others. Personal writing helps learners discover the power of their voices and what it means to be human. G Lynn Nelson argues: "Deny me my stories, as the late dominant culture does, and I will eventually revolve to the language of violence" (43) Moreover, reading enables learners to discover their inner worlds and identities by dint of engaging with and connecting with the lives of fictional characters, by the agency of discussing the choices characters make for handling and resolving conflict, and through looking at issues from multiple perspectives. Reading, writing, and sharing stories help pupils understand and appreciate diversity in a positive and enriching way (Jonsberg 29-30; O'Reilley 117-118; Monseau 10-11; Quinn 103) Hence, scholars in a "peaceable classroom" use the power of language rather than the". . force of fists or weapons of self-destruction to intervene symbolically in violence" (Bruce and Davis 121)

Mindful of the best practices glance ated by O'Reilley and others, during the fall of 2004 we worked with a middle gymnasium language arts teacher to design, pilot, and assess a literature-based "language of peace" program in a highly diverse Chicago middle seminary setting. Students read, discussed, and rejoined to a number of young adult novels whose protagonists favorably work through conflict and hence can work for as positive role models for young race learning how to solve conflict in the classroom and beyond. Immediate post-research arises show that the students learned in what way to communicate more effectively with single another, how to explore appropriate ways of agreeing and disagreeing, and by what means to show respect for each other and for those who share our planet.

This paper will describe the "language of peace" program, including a summary of the young adult novels used, the learning activities designed to sustain a "peaceable classroom" environment, the instrument used to assess students' (both in the experimental and direction groups) pre- and post-attitudes toward reading vis-? -vis the enigma of peace/conflict, and a preliminary statistical analysis of the pilot application of mind

To help her learners start thinking about resolving conflict and making peace, the instructor asked them to rejoin to three questions: (1) What kinds of conflict have you experienced? (2) in what manner do you respond to different kinds of conflict? (3) What do you do to make trial of to avoid or resolve conflict?

After the pre-reading brainstorming session, she read aloud from Carl Hiaasen's shout [i]or[/i] cry out [i]or[/i] yell in contempt over a two-week period, modeling for her learners the kinds of questions they might ask of other body s they would read and answer to in reading circles. The learners were easily engaged in this hilarious ecological mystery and could identify with the central character Roy Eberhardt. They were fascinated with Roy's choice to help a homeles stripling save a colony of burrowing owl from a flexureed business operator and admired Roy's ability to outwit a middle seminary bully.

As the teacher read aloud, the class collaboratively created a large, three-column chart upon which they listed conflicts they saw in the story, ways characters reacted to conflict in the story, and feelings and reactions the learners had to the characters' conflicts. learners especially noted the various kinds of "bullying" going upon in the story, perpetrated one as well as the other by young people and through adults. They observed how a certain quantity of victims were too scared to share their plight with others. They also noted that individual character seemed not to be bothered by means of bullying. Feelings and reactions to the conflict they saw in the story included "feeling bad," "confused," "weird," "curious," "sad," "scared," "amazed," and "happy" when Roy stuck up for himself."

The class also began constructing a word wall of conflict/peace words. As they discussed and wrote they added words to the wall-words similar as "bully," "unsocial," "disobedient," "defiant," "uncooperative," "rude" "bossy" "arrogant," "annoying," "bad influence," and "liar" as well as "adapting," "responsible," "helpful," "confident," "les self-centered" "kind," "secure" "cooperative," "dependable," "passionate," "sensitive," "mature," "sympathetic," and "good listener."