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How can K12 Education reduce prejudice?

HUGHES, CONRAD,LAWRENCE,MARQUARD (2018) How can K12 Education reduce prejudice? Doctoral thesis, Durham University.



This thesis investigates how K-12 education can reduce prejudice. Firstly, I define what I mean by prejudice and explain what my research methodology is for the study. Through a conceptual examination of existing research, including theories on why people are prejudiced and what we know about prejudice reduction from social psychology, I go on to propose four areas of individual cognitive and social development in which educational strategies can act on prejudicial thinking and lessen it. These are:
- Understanding beyond the other;
- Critical Thinking;
- Metacognitive thought;
- Empathy.
I also synthesise findings into two institutional approaches that are effective. These are:
- The contact hypothesis;
- Specific pedagogical principles that are embedded in international education.

These six areas are brought together in a multi-facetted response to the problem of prejudice. The thesis problematises the construct of prejudice reduction by grappling with its complexity through a critical account of the substantial literature on the subject. This means not only contextualising studies according to the parameters of their method but also engaging with prominent discourses in associated fields in a reflexive manner.

The thesis is an original contribution to knowledge in that it builds a bridge between work on prejudice in the schools of social psychology, cognitive psychology and neurobiology and K-12 education. My study offers a framework synthesising effective classroom interventions that can be adapted and adopted in a variety of contexts to combat the central operating system of prejudice formation.

Item Type:Thesis (Doctoral)
Award:Doctor of Education
Keywords:prejudice education critical thinking empathy international education intercultural competence racism sexism contact hypothesis Othering pedagogy meta-cognition culture gender stereotype
Faculty and Department:Faculty of Social Sciences and Health > Education, School of
Thesis Date:2018
Copyright:Copyright of this thesis is held by the author
Deposited On:24 Sep 2018 16:50

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