Zones of peace through the lens of a teacher- photographer

Abstract

This qualitative study was conducted using the narrative inquiry approach to find out whether the message, "This School is a Zone of Peace" has reached inside the classroom or just remains in a banner through documenting their practices towards peace and finding out the impact of those practices to the students, teachers, and school as a whole. The respondents of the study were the 10 Grade 6 students and 9 teachers. Data were gathered through observations, photographs, focus group discussion, and photograph elicitation. The focus group discussion was conducted through the use of an interview guide validated by three experts. To identify and elicit insights of the school's peace practices, the researcher chose relevant photographs for the respondents to interpret. Data gathered during the observation, focus group discussion, and photograph elicitation were transcribed and triangulated with the photographs taken. Thereafter, interpretation followed to reach the findings from which conclusions and recommendations were drawn. The students described the school as a zone of peace as place where there is no war or any disturbances. It is a place where people have positive attitude towards one another. They share the virtues of friendship, understanding and respect, and everyone performs their tasks and the school is taken care of and guided by the Almighty. The teachers considered the declaration, "This School is a Zone of Peace" a positive feedback to the community and it reiterates the functions of the school which is to hone holistic individuals. The students, being members of the zones of peace, viewed themselves as good, righteous, friendly, and cooperative. They also saw themselves as joyful, helpful, respectful, proud, talented, and loving. Finally, being members of the zones of peace, they considered themselves as role models and sources of inspiration to others. For their part, teachers viewed themselves as members of the zones of peace as mentors, implementers, and models. According to the students, peacebuilding in schools will be sustained through cooperation, loving one another, participation, and self-discipline. On the other hand, the teachers cited practice, implementation of the practices daily, influencing others, and lifetime commitment, as practices towards peacebuilding that will be sustained in school. Several peace practices were revealed in the study and those practices showcased partnership and volunteerism, restoring faith in teachers, bringing out the best in students, and molding humane individuals through hidden curriculum. Those practices make positive impact in the students, teachers, and school.