The value of play for conflict management: a case study

Snodgrass, Lyn; Blunt, Richard

doi:10.1590/s0256-01002009000100004

Cited by 4 publications

(3 citation statements)

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“…Dada la estructura jerárquica de las escuelas, los directores escolares son vistos como los líderes educativos (Horn y Marfán, 2010), y son los llamados a tener un rol central en el proceso de gestión y manejo de los mismos. Tal como indica Karim (2015), aprender a lidiar constructivamente con los conflictos es una habilidad necesaria para los líderes educacionales, en tanto que estos procesos no manejados pueden conducir a la creación de escuelas disfuncionales (Snodgrass & Blunt, 2009). …”

Section: Dinámicas De Los Conflictos Socioeducativosunclassified

Liderazgo escolar y conflictos socioeducativos. Un estudio exploratorio en liceos públicos chilenos

Villalobos

Peña

Aguirre

et al. 2017

Calidad en la educación

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RESUMENLa investigación busca estudiar los procesos de conflictividad educativa, dando cuenta de las estrategias y marcos de acción implementados por los directivos escolares en establecimientos públicos de educación media en Chile. Para ello, se realiza un estudio de caso en ocho liceos municipales, utilizando diversas herramientas cualitativas. Se obtienen tres principales resultados. En primer término, se observa que los conflictos que involucran como actor central a los estudiantes tienen mayoritariamente un origen relacionado con el contexto social, económico y cultural de estos, mientras que los conflictos que involucran a adultos tienen relación con problemáticas de la micropolítica y macropolítica escolar. En segundo término, y respecto de las dinámicas que adoptan los conflictos, se observa que en la mayoría de los casos estos tienden a transitar de conflictos cognitivos a conflictos afectivos, lo que conlleva que estos se personalicen y se visualicen como procesos improductivos para las escuelas. Finalmente, y en relación con las estrategias que utilizan los directivos para manejar los conflictos, se constata que estas tienden a estar basadas en la ejecución de reglamentos y protocolos de acción (especialmente cuando involucran a estudiantes), o bien, a estrategias de dilación o relativización de los conflictos (especialmente cuando refieren a profesores).

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Section: Dinámicas De Los Conflictos Socioeducativosunclassified

Liderazgo escolar y conflictos socioeducativos. Un estudio exploratorio en liceos públicos chilenos

Villalobos

Peña

Aguirre

et al. 2017

Calidad en la educación

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“…The importance of learning through games and play has long been recognised (Axline, 1947;Rousseau, 2003), as has the transformative power of experiential learning (Kolb, 1984;Marsick & Sauquet, 2014), especially when the activities challenge learners in unconventional ways (Snodgrass & Blunt, 2009). AVP's practical exercises, games, and role-plays highlight the criticality of perspective taking (SlocumBradley, 2008), and how conflict can be perceived as a destructive or potentially constructive process.…”

Section: The Nonviolent Pedagogical Approach Of the Avp Processmentioning

confidence: 99%

A nonviolent pedagogical approach for Life Orientation teacher development: the Alternatives to Violence Project

Lamb

Snodgrass

2017

Educ. res. soc. change.

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Violence in South African schools seems to be increasing and the consequences affect not only the physical, emotional, and academic lives of learners but also their resistance to delinquent and criminal behaviour. Because the foundations for youth violence are laid in early adolescence, violence prevention in schools is a critical need. Life orientation (LO) as a compulsory school subject could play a key role in helping South African learners deal with the different manifestations of violence, especially understanding the nature of the institutionalised violence of colonialism and apartheid. LO can also nurture learners' personal development and life skills to increase their sense of agency, a key factor in both violence prevention and learners' decolonisation processes. However, various South African studies attest to the current low status of LO in the school curriculum as well as the difficulties of teaching LO. Many of these studies also mention the inadequacy of LO teachers' preparation for meaningful LO teaching. Given that equipping current-day South African learners with the self-empowerment skills necessary for preventing everyday conflicts from escalating into violence also entails this complex decolonisation process to liberate them of past or still present oppressions, this paper contends that LO teachers need to have first participated in such self-development processes themselves. For these reasons, this article proposes a specific development strategy to support LO teachers, namely, that they participate in workshops of the Alternatives to Violence Project (AVP), 1 which applies a nonviolent pedagogical approach in its focus on self-empowerment and creative conflict management. The article discusses the benefits of such an approach and 1 AVP was designed in 1975 in the USA in response to a request from the inmates of Green Haven Prison, New York State who wanted to reduce the physical violence in their prison as well as the recidivism, especially of young prisoners. The 3-day experiential workshop aimed at showing prison inmates how to deal with conflict without resorting to violence. The workshops were well received and prisoners began facilitating their own workshops, some continuing after they were released. Although initially conducted mostly in prisons, the workshops expanded to schools, universities, non-governmental organisations, government corporations, and communities. Run mostly by volunteers, AVP was implemented widely in the USA and spread to other parts of the world. Today, AVP is active in over 50 countries (see http://avp.international/). In South Africa, AVP began in Johannesburg in 1993 and currently there are active groups in Gauteng, Kwa-Zulu Natal, and the Eastern and Western Cape-as well as in Namibia-all of whom regularly conduct workshops in schools for teachers, learners, and conceptually explores how AVP has the potential to provide LO teachers with practical strategies for creative, affirming responses to conflict and violence.

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“…Ross (1993) also argues that successful management of conflict should address fundamental sources of constructive conflict and these are the development of common interest of judging parties, as well as these parties' transformation, the interpretation of the needs and motives of each-other. Snodgrass and Blunt (2009) claim that an unaddressed conflict can create nonfunctional environments and schools which deprive students of the right to civilization through free and equal education. Anderson, Foster-Kehn and McKinney (1996) explained that negotiation is one of the most common techniques used to create disputes in conflictive situations.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experience and Perceptions on Conflicts at Schools: Their Solution and Addressing

Agolli¹,

Rada²

2015

JESR

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The value of play for conflict management: a case study

Cited by 4 publications

References 10 publications

Liderazgo escolar y conflictos socioeducativos. Un estudio exploratorio en liceos públicos chilenos

Liderazgo escolar y conflictos socioeducativos. Un estudio exploratorio en liceos públicos chilenos

A nonviolent pedagogical approach for Life Orientation teacher development: the Alternatives to Violence Project

Teachers’ Experience and Perceptions on Conflicts at Schools: Their Solution and Addressing

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