Negotiating violence prevention

Colette Daiute, Rebecca Stern, Corina Lelutiu-Weinberger

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


Evaluation research typically treats standards of violence prevention programs, like other curricula, as unquestioned values of a good society, while identifying youth as the problem to be solved. This article explains how the evaluative gaze can, in contrast, be critically fixed on the interpretations of various stake holders in the violence prevention enterprise, including curriculum authors, teachers, and youth, whose social values are often under-represented. In the context of a year-long literacy-based violence prevention curriculum focusing on racial and ethnic discrimination in 3rd and 5th grade urban classrooms, 5 teachers, their classes, and 36 individual students from these classes expressed contradictory and conforming values, suggesting to us the need to invite negotiation of social values as part of democratic education.

Original languageEnglish (US)
Pages (from-to)83-101
Number of pages19
JournalJournal of Social Issues
Issue number1
StatePublished - 2003
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)


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