Chapter

Stories of Conflict and Development in U.S. Public Schools

Colette Daiute

in International Perspectives on Youth Conflict and Development

Published in print April 2006 | ISBN: 9780195178425
Published online April 2010 | e-ISBN: 9780199958528 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195178425.003.0013
Stories of Conflict and Development in U.S. Public Schools

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This chapter discusses the significance of narrating conflict in research and practice. It explains how the process of storytelling is implicated in the events of conflict and the course of development related to those events. It also argues that assessing the nature, impact, and treatments of youth conflict requires a new understanding of the role of storytelling because development occurs in social discourse. The significance of this definition of storytelling is that it offers insights about how people live their lives. The chapter shows how these processes come to life for children aged 7 through 11 and their teachers in the context of a violence prevention program in public schools in the United States. After a brief review of the social-historical nature of storytelling and a violence prevention curriculum that uses storytelling as transformative process, the chapter illustrates the intricate mosaic that foregrounds the problems of society when we read stories as social scripts, and the consequences for individuals when we read the same stories as personal. It offers examples to show how the intra- and interpersonal dimensions of conflict are intimately tied to intergroup conflicts.

Keywords: storytelling; narrating; youth conflict; children; violence prevention

Chapter.  8404 words. 

Subjects: Developmental Psychology

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