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Conflict resolution in a Halifax elementary school

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dc.contributor.advisor Higgins, Rylan G.
dc.creator Peters, Michaela
dc.date.accessioned 2020-01-10T15:08:35Z
dc.date.available 2020-01-10T15:08:35Z
dc.date.issued 2019
dc.identifier.uri http://library2.smu.ca/handle/01/29221
dc.description 1 online resource (iv, 68 pages) : colour illustrations
dc.description Includes abstract.
dc.description Includes bibliographical references (pages 65-68).
dc.description.abstract This thesis is an ethnographic study of conflict and conflict resolution at a Halifax elementary school. It describes the skills and techniques that students are taught at the school to handle their conflicts and the ethnomethods they actually use to resolve conflict with their peers. Using ethnoconflictology (Lederach 1998) as a framework for analysis, this thesis applies anthropological definitions of conflict, common sense, and local reality to understand the conflict resolution practices in the school. The practices presented are broken down into categories of institutional and operational conflict resolution for analysis. The participating research school is a Christian private school in Halifax, Nova Scotia, and as such the influence of Christianity on their conflict resolution practices is also discussed. Conflict resolution and anthropology do not often cross in academic work, and therefore this thesis contributes to a new and growing body of ethnographic studies of conflict resolution. en_CA
dc.language.iso en en_CA
dc.publisher Halifax, N.S. : Saint Mary's University
dc.title Conflict resolution in a Halifax elementary school en_CA
dc.type Text en_CA
thesis.degree.name Bachelor of Arts (Honours Anthropology)
thesis.degree.level Undergraduate
thesis.degree.discipline Anthropology
thesis.degree.grantor Saint Mary's University (Halifax, N.S.)


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