Violence in Schools: Perspectives (and Hope) from Galtung and Buber

Autor/inn/en	Cremin, Hilary; Guilherme, Alexandre
Titel	Violence in Schools: Perspectives (and Hope) from Galtung and Buber
Quelle	In: Educational Philosophy and Theory, 48 (2016) 11, S.1123-1137 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1102038
Schlagwörter	Violence; Educational Philosophy; Peace; Educational Environment; Epistemology; Educational Research; Teaching Methods; Aggression; Verbal Communication; Teacher Student Relationship; Sexual Abuse; Parent Teacher Cooperation; Social Isolation; Conflict Resolution; Dialogs (Language); Schools + Suchen Sie Ihr Suchwort? Gewalt; Bildungsphilosophie; Erziehungsphilosophie; Frieden; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Sexueller Missbrauch; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Soziale Isolation; Conflict solving; Konfliktlösung; Konfliktregelung; Dialog; Dialogs; Dialogue; Dialogues; School; Schule
Abstract	Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, we discuss Galtung's understanding of violence and peace, paying particular attention to his concepts of "structural and cultural violence," "peacekeeping," "peacemaking" and "peacebuilding." Secondly, we connect Galtung's notions of peacemaking to Buber's philosophy of dialogue, in order to make a case for an "epistemological shift" which might enable individuals and communities to achieve "peace". Finally, we direct our argument to the education context and put forward some concrete proposals for peacemaking in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01