Putting theory into peaceful practice: Insights and reflections on the process of coproducing a school-based intergroup relations intervention with teachers.
Putting theory into peaceful practice: Insights and reflections on the process of coproducing a school-based intergroup relations intervention with teachers.
复制标题
将理论付诸和平实践：与教师共同开展校本群体关系干预过程的洞察与思考
DOI：
10.1037/pac0000598
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
McKeown S
中科院分区：
文献类型：
--
作者：
McKeown S
随着全球学校教室中种族多样性的增加，了解如何最好地利用群体间的接触和促进社会凝聚力是科学，政策和实践的及时挑战。因此，迫切需要应用社会心理学研究，在追求和平的过程中将理论与实践联系起来。本文反映了在英格兰不同种族的中学教师合作的过程中，共同产生的干预，旨在促进更好的11岁的学生之间的组间关系。通过一系列的研讨会，我们共同创建了一个理论上知情的干预，然后在学校实施和评估。在这篇文章中，我们讨论了我们的干预发展的方法。然后，我们对我们的研究过程和合作生产方法进行了优势，劣势，机会和威胁分析，并为旨在开展应用研究以追求和平的研究人员提供建议。适当的社会心理框架，促进群体间的关系，反过来，在现实世界中的和平和未来的研究和实践的影响进行了讨论。
With the increasing ethnic diversity in school classrooms globally, understanding how best to harness intergroup contact and promote social cohesion is a timely challenge for science, policy, and practice alike. There is an urgent need, therefore, for applied social psychological research that bridges theory and practice in the pursuit of peace. The present article reflects on the process of working with teachers in ethnically diverse secondary schools in England to coproduce an intervention that aimed to promote better intergroup relations among 11-year-old school students. Through a series of workshops, we cocreated a theoretically informed intervention that was then implemented and evaluated in schools. In this article, we discuss our approach to the development of our intervention. We then conduct a strengths, weaknesses, opportunities, and threats analysis of our research process and approach to coproduction and offer recommendations for researchers aiming to carry out applied research in the pursuit of peace. The appropriateness of social psychological frameworks for promoting intergroup relations, and in turn, peace in real-world contexts and implications for future research and practice are discussed.