Zone of peace: beliefs, roles, and practices

Abstract

Purpose

The purpose of this study is to explore the understanding and observance of the program “This School is a Zone of Peace” (SZOP) in schools where conflict and violence are not prevalent.

Design/methodology/approach

This paper followed a qualitative research tradition – narrative inquiry. Eight teachers and a school head participated in the study. Data were gathered through nonparticipant observation, photography and focus group discussion with photo elicitation.

Findings

The participants elucidated the declaration, “This School is a Zone of Peace,” as a message of assurance to the community that the school is a home for learners that is welcoming and violence free. Furthermore, learners in a school that is a zone of peace are honed holistically with the participation, cooperation and togetherness of the school community members. Teachers at the forefront viewed themselves as mentors, implementers and models. Teachers contended that peacebuilding practices in schools could be sustained through regular implementation, encouraging others to get involved and have commitment.

Originality/value

A handful of articles have illustrated the essence of the School as Zone of Peace program, which pointed out to create a culture of peace in schools; however, it leaned toward the negative conception of peace – the absence of conflict and violence. This study bared additional insights and fresh perspectives of the SZOP initiative observed in schools with different contexts and experiences that may be helpful to policymakers for the enhancement of the adapted program with the goal of peacebuilding to making schools highly functional.

Citation

Jabor, R.M. (2024), "Zone of peace: beliefs, roles, and practices", Journal of Aggression, Conflict and Peace Research, Vol. 16 No. 2, pp. 101-111. https://doi.org/10.1108/JACPR-04-2023-0792