A Narrative Inquiry of Conflict Resolution Programs in a South Georgia County's Schools
type: CreativeWork
description: This is a narrative inquiry of the implementation of conflict resolution programs in a south Georgia county's schools. The purpose of this study was to explore conflict resolution and to help students, educators, parents, and community members recognize the complex dimensions of conflict and conflict resolution programs. A major component of my project was to present options that could open up avenues to further peace and safety within our society. My hope is that programs such as the ones explored herein will be instituted in our schools and that the skills learned by students will be carried over into their home and work environments. Conflict permeates our every- day life, and it can be resolved in so many different ways. Recently, conflict has escalated to violent acts in schools and societies. In Georgia, violence has become an increasing phenomenon in schools, homes, and communities. I conducted my study in schools in a south Georgia county that contributed to the success of a conflict resolution program, which was designed to enable students to mediate conflicts among themselves. During this process, I collected narrative accounts of the involvement of students, parents, teachers, staff, administrators, and stakeholders in implementing such a program. This program of study was derived from my thirteen years' experience of conflict resolution in teaching. I shared my stories and the stories of others to search for the autobiographical roots of my inquiry. Experience is the starting point of narrative inquiry (Clandinin & Connelly, 2000). Connelly and Clandinin's narrative work is an inspiration and framework for this study. Planting myself in narrative inquiry enables me to explore experiences of conflict resolution within historical, temporal, and physical contexts (Phillion & He, 2001). My inquiry into conflict resolution is an ever-changing journey constantly evolving with life in school and society. I view my inquiry as seeds being planted throughout my li…
abstract: This is a narrative inquiry of the implementation of conflict resolution programs in a south Georgia county's schools. The purpose of this study was to explore conflict resolution and to help students, educators, parents, and community members recognize the complex dimensions of conflict and conflict resolution programs. A major component of my project was to present options that could open up avenues to further peace and safety within our society. My hope is that programs such as the ones explored herein will be instituted in our schools and that the skills learned by students will be carried over into their home and work environments. Conflict permeates our every- day life, and it can be resolved in so many different ways. Recently, conflict has escalated to violent acts in schools and societies. In Georgia, violence has become an increasing phenomenon in schools, homes, and communities. I conducted my study in schools in a south Georgia county that contributed to the success of a conflict resolution program, which was designed to enable students to mediate conflicts among themselves. During this process, I collected narrative accounts of the involvement of students, parents, teachers, staff, administrators, and stakeholders in implementing such a program. This program of study was derived from my thirteen years' experience of conflict resolution in teaching. I shared my stories and the stories of others to search for the autobiographical roots of my inquiry. Experience is the starting point of narrative inquiry (Clandinin & Connelly, 2000). Connelly and Clandinin's narrative work is an inspiration and framework for this study. Planting myself in narrative inquiry enables me to explore experiences of conflict resolution within historical, temporal, and physical contexts (Phillion & He, 2001). My inquiry into conflict resolution is an ever-changing journey constantly evolving with life in school and society. I view my inquiry as seeds being planted throughout my li…
author: Starling, Nathalie Ann
keywords: ETD, Moral education, Conflict resolution, Narrative inquiry, Curriculum and Instruction, Curriculum and Social Inquiry, Educational Assessment, Evaluation, and Research, Educational Methods
date published: 2001-01-01T08:00:00Z
date modified: 2026-07-24T02:28:00Z
provider: Georgia Southern University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Georgia Southern University