Abstract
This article aims to theoretically elaborate a strategy of disseminating peace through peace education and curriculum construction integrated with schooling experiences. Violent behaviors committed by several groups of students have become a reason of why peace dissemination in schools is paramount. The existing curriculum merely concerning its teaching and learning documents has been considered as both insufficient for integrated peace education and inadequate to transform behaviors for peace. This study was conducted through library research on books and journals informing peace education and multidimensional curriculum. This study finds that peace education, which includes building capacities to reduce violence and to sustain cooperative and equal relationships, can be constructed in schooling processes. Moreover, the learning stages need to incorporate various dimensions of peace contents or experiences as planned, acted, evaluated, learned and hidden within the classroom and school interactions. It is suggested that the multi-dimensional curriculum is likely to cohere with a comprehensive school framework for peaceful school life.
Highlights
Kekerasan di sekolah telah menjadi isu global
This study finds that peace education, which includes building capacities to reduce violence and to sustain cooperative and equal relationships, can be constructed in schooling processes
Cultural Violence in the Classroom: Peace, Conflict and Education in Israel
Summary
Studi terdahulu tentang kekerasan di lingkungan sekolah telah dilakukan oleh sejumlah akademisi. Harber (2008) mengidentifikasi beberapa bentuk kekerasan di sekolah Afrika Selatan seperti kekerasan fisik, kekerasan seksual, kekerasan rasial dan kekerasan psikis berupa pressure mental untuk meraih skor tinggi dalam ujian nasional. Berbagai kajian di atas menyadarkan publik bahwa sekolah yang sebenarnya dicita-citakan sebagai arena penyemaian cara hidup damai dapat secara potensial atau faktual menjadi lokus sikap dan tindakan kekerasan, baik yang tampak maupun tersembunyi; terencana dan sistematis, ataupun insidental. Sejalan dengan ini, Harber and Sakade (2009) serta Arweck and Nesbitt (2008) menemukan bahwa implementasi program pendidikan nilai yang berbasis keagamaan secara non-formal misalnya melalui training, memiliki pengaruh yang lebih baik dibandingkan dengan pembelajaran formal. Temuan ini menjadi tantangan bagi pendidikan formal untuk menempatkan pendidikan nilai seperti perdamaian sebagai prioritas dan dikombinasikan dengan program non-formal atau ektra-kurikuler lainnya. Selanjutnya, artikel ini dimaksudkan untuk menawarkan pengarus-utamaan sikap damai di sekolah dengan tidak dibatasi hanya pada kurikulum resmi/terencana, sebagaimana yang termaktub dalam buku atau bahan ajar tetapi sistem sekolah itu sendiri merupakan dimensi rencana dan aksi kurikulum itu sendiri secara berkelanjutan. Artikel ini hendak mengupas makna penting kurikulum yang bersifat multidimensional dalam sistem persekolahan
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