Harvard Educational Review
  1. Teaching Young Children in Violent Times

    Building a Peaceable Classroom

    By Diane Levin

    Cambridge, MA: Educators for Social Responsibility, 1994. 161 pp. $16.95.

    Teaching Young Children in Violent Times is a violence prevention and conflict resolution guide targeting teachers and students in preschool through the third grade, an audience that is often overlooked in violence prevention initiatives. Diane Levin states in her introduction that lessons about peace and conflict resolution need to be placed at the heart of daily classroom activities, especially in those classrooms where young children learn to work together for the first time in their lives. According to the author, a "peaceable classroom" is one in which trust and safety, responsibility, mutual respect, and cooperation are infused into all aspects of the classroom. These abstract and noble ideas are made concrete through extensive examples of what the author considers to be elements of a peaceable classroom. Descriptions of activities that cut across disciplinary boundaries, sample dialogues between teachers and young students on race and gender issues, and examples of games promoting cooperation and perspective-taking illustrate Levin's assertion that peaceable classrooms for young children can be constructed through educators' concerted efforts. Throughout the examples she provides, Levin continually reminds readers that children's developmental needs create very real boundaries for any violence prevention activity. Overall, Teaching Young Children in Violent Times provides educators with clearly stated advice for turning classroom-based violence prevention strategies into actual practice.
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    Abstracts

    Introduction
    By Stephen Andrew Sherblom, Jane Davagian Tchaicha, and Paula M. Szulc
    A Dialogue with Noam Chomsky
    Sexual Harassment in School
    The Public Performance of Gendered Violence
    Nan Stein
    Reconstructing Masculinity in the Locker Room
    The Mentors in Violence Prevention Project
    By Jackson Katz
    Cultivating a Morality of Care in African American Adolescents
    A Culture-Based Model of Violence Prevention
    By Janie V. Ward
    Preventing and Producing Violence
    A Critical Analysis of Responses to School Violence
    By Pedro A. Noguera
    Life after Death
    Critical Pedagogy in an Urban Classroom
    By J. Alleyne Johnson
    Violence, Nonviolence, and the Lessons of History
    Project HIP-HOP Journeys South
    By Nancy Uhlar Murray and Marco Garrido
    Youth Speak Out

    Book Notes

    Culture and Imperialism
    By Edward Said

    Old Nazis, the New Right, and the Republican Party
    By Russ Bellant

    Teaching Young Children in Violent Times
    By Diane Levin

    Testimony
    By Shoshana Feldman and Dori Laub.

    Dating Violence
    Edited by Barrie Levy

    Vulnerable Children, Vulnerable Families
    By Susan Janko.

    The Merry-Go-Round of Sexual Abuse
    By William E. Prendergast.

    Juvenile Delinquency
    Edited by Paul M. Sharp and Barry W. Hancock.

    Practicing Virtues
    By Kim Hays

    Wannabe
    By Daniel J. Monti.

    The Violence of Literacy
    By J. Elspeth Stuckey.

    Raising a Thinking Child
    By Myrna B. Shure, with Theresa Foy Digeronimo

    Ending the Cycle of Violence
    Edited by Einat Peled, Peter G. Jaffe, and Jeffrey L. Edleson

    Gangs
    Edited by Scott Cummings and Daniel Monti

    Anger Management for Youth
    By Leona L. Eggert.

    Assessing Dangerousness
    Edited by Jacquelyn C. Campbell.

    Changing Childhood Prejudice
    By Florence H. Davidson and Miriam M. Davidson