When children who have experienced violence, war, or conflict arrive in relatively peaceful or settled environments, their struggle to feel included is amplified. All students—regardless of their migration history—are subject to exclusion and the bullying that can go with it. The day-to-day classroom experience for children—particularly those carrying trauma—is pivotal for successfully learning new cultural norms and for feeling safe and included. Teachers obviously play a key part in these students’ integration into a healthy classroom community. Peacebuilding circles are one pedagogical method for creating a safe and inclusive classroom culture.
Circle pedagogy is a unique and transformative approach. At its heart, circle pedagogy is a practical approach where participants gather in a circle to discuss topics, share stories, or resolve conflicts. This structure ensures that each member has an equal opportunity to speak and be listened to, thereby democratizing voice and power. This stands in stark contrast to traditional hierarchical setups in educational and social contexts. In such a physical and metaphorical circle, a flow of ideas is encouraged, distributing speaking opportunities and disrupting conventional power dynamics.
Circles can be used in peaceful, post-conflict moments, or even during conflicts. Fostering relational spaces of care and connection, circles equip individuals with the skills to navigate conflicts effectively and foster positive interpersonal relationships. Circles are not merely a pedagogical choice but a philosophical commitment to nurturing a community where every individual feels valued. In my research, I have found that children often feel more comfortable sharing their story if they feel connected in some way. They may feel connected to a teacher or peer they have aligned with, or to content within the curriculum, or to classroom discussions that closely reflect their experiences. When teachers strive to create an inclusive and safe space for children, the process of building trust and creating an emotionally and physically safe community contributes to helping children heal from trauma.
For instance, in one Grade 6 classroom, a newcomer student, aged 10, was a refugee who had recently arrived in Canada. They did not know much English and initially remained silent during classroom lessons. In circles held in that classroom, the teacher used a talking piece—a physical object that students passed to each other when it was their time to speak. One day, when this student received the talking piece in the circle, they spoke for the first time in front of their peers. Upon hearing their new peer speak, all the students spontaneously clapped, acknowledging them.
Implementing circle pedagogy in classrooms has multiple benefits. First, it fosters an environment of mutual respect and active listening, where students learn to engage with diverse perspectives. This is crucial in a world where understanding—and navigating—multicultural interactions is critical to personal and professional success. Second, circle pedagogy can be a proactive tool for conflict resolution. Instead of addressing conflicts after they have escalated, circles can be used to cultivate a culture of open communication and pre-emptive problem-solving.
Moreover, the principles of circle pedagogy align closely with restorative justice practices, which emphasize healing and learning rather than punishment. In educational settings, this approach encourages students to take accountability for their actions and actively work towards repairing any harm caused within the school community. This not only reduces recidivism but also enhances students’ emotional and social skills, preparing them to handle future conflicts constructively.
The impact of circle pedagogy extends far beyond the classroom. In a society grappling with various forms of conflict—racial, political, socioeconomic—equipping young people with the skills to mediate and mitigate disputes is of utmost importance. Circle pedagogy can play a pivotal role in instilling, early in life, the values of empathy, equity, and engagement. These skills are not just beneficial for personal growth, but are essential for fostering societal peace and understanding, since they encourage individuals to move beyond mere tolerance of difference and towards a deeper, more empathetic engagement with the world around them.*
* This article is based on reflections from a recently published book, Restorative Justice in the Classroom: Liberating Students’ Voices through Relational Pedagogy (Palgrave Macmillan, New York), by Dr. Crystena Parker-Shandal, Department of Social Development Studies, Renison University College, University of Waterloo.
Crystena Parker-Shandal
Dr. Crystena Parker-Shandal is an Associate Professor in Social Development Studies at Renison
University College at the University of Waterloo. Dr. Parker-Shandal’s research expertise is in
curriculum and pedagogy, restorative justice in education, conflict resolution, inclusion,
antiracism, peacebuilding, and dialogue in diverse global communities. She examines issues such
as how peacebuilding education and conflict dialogue processes could work to foster a sense of
inclusion for marginalized children and youth and how such practices, in their successful
implementation, can challenge young people to engage in authentic dialogue and conflict
learning. She is the author of Restorative Justice in the Classroom: Liberating Students’ Voices
through Relational Pedagogy (2022) and Peacebuilding, Citizenship, and Identity: Empowering
Conflict and Dialogue in Multicultural Classrooms (2016). She is co-editor of Finding Refuge in
Canada: Narratives of Dislocation (2021) and editor of First-Gen Docs: Personal, Political, and
Intellectual Perspectives From the First-Generation Doctoral Experience (2024). For more
about her work, visit: https://www.drparkershandal.com
