Diazgranados, S. & Noonan, J., 2015. The Relationship of Safe and Participatory Environments and Children’s Supportive Attitudes Toward Violence: Evidence from the Saber Test of Citizenship Competencies . Education, Citizenship, and Social Justice , 10 (1) , pp. 79-94. Publisher's VersionAbstract

    In Colombia, reducing levels of interpersonal and community violence is a key component of the country’s approach to citizenship education.  In this study, we use data collected during the 2005 Saber test of Citizenship Competencies to examine the relationship of school environments and individual students’ supportive attitudes toward violence among 97,971 students in 1,649 schools.  Using multi-level Tobit analysis with school random intercepts and regional fixed effects, we find that children taught in safe and participatory climates endorse attitudes less supportive of violence, with the effect of participatory climates almost double that of safe climates. Constructing a typology of four classroom environments, by crossing the two dimensions of safety and participation, we conclude that school environments that are safe and participatory lead to the least supportive attitudes toward violence, more than one standard deviation lower than unsafe and non-participatory school environments.  Implications, limitations and areas for future research are discussed.

    Diazgranados, S., et al., 2014. Transformative peace education with teachers: Lessons from Juegos de Paz in rural Colombia. Journal of Peace Education. Publisher's VersionAbstract

    Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of Juegos de Paz, an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors explore transformative peace education and identify four key lessons for practitioners. Data from focus groups, interviews, and personal reflections are used to illustrate these principles and lessons. Additionally, it is suggested that there may be some transferability of these principles across contexts, since the program studied was originally developed in North America for use in urban elementary schools and was successfully adapted for use in rural Colombia.