What is it??
This model of prevention and conflict resolution based on dialogue as a tool to overcome inequalities. In the treatment of the conflict takes center stage consensus among all parties involved, especially students, about the rules of behavior, generating shared by the whole community in the regulatory process (procedural ethics) dialogue.
This type of model allows a qualitative improvement of coexistence in both centers and the entire educational community. Foster dialogue prevents conflicts. This requires the involvement of the whole community, so that all views are heard and considered when trying to establish the causes and sources of conflict and in the solution of these, while the conflict is still latent.
How is it organized?
This process has to seek the views of all members of the community, and that all people have contributions to make in conflict transformation; and resolution capabilities and skills of the different members are enriched to equal dialogue. The consensus of a rule is specified in 7 steps through which dialogue and participation of the whole community is assured. For this consensus standard to be effective, it must meet six conditions: 1) that can be clearly agreed by all people, of all ages and mentalities; 2) that is directly related to a key issue for the lives of children; 3) there is clear "verbal" support of the whole society; 4) that (so far) is breached repeatedly; 5) to eliminate possible look; 6) that overcoming the community an example to society, family, teachers and children.
- Vargas, J; Arrow, R. (2000). Dialogic learning as an "expert" in conflict resolution. Educational contexts, 3. 81-88 . Sign in
Dialogic learning is presented as an expert on conflict resolution in schools in the article.
- Preventive socialization in Learning Communities. Ainhoa Flecha, Patricia Melgar, Esther Oliver and Cristina Pulido. Journal of Teacher Education Interuniversity continuation of the old Normal School Magazine Number 67 (24.1) ISSN 0213-8646. Sign
This article examines the specific characteristics of learning communities that can contribute to overcoming violence.
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