Dialogue, separation, and suspension: Conflict management practices in Mexican primary schools
DOI:
https://doi.org/10.31391/S2007-7033(2021)0057-008Keywords:
pacific coexistance, conflict management, peacekeeping, peacebuilding, dialogueAbstract
The aim of this article is to analyse the characteristics of three common practices of conflict management in two Mexican public primary schools: Dialogue, separation and suspension, and to consider their implications for school convivencia, in relation to peacebuilding, inclusion and participation. In its methodological approach, the article presents the ethnographic research that originated this analysis, as well as the situational analysis used. The theoretical framework is based on a distinction between restrictive and wide approaches to school convivencia, a Spanish language term that refers to the experience of living together and learning to live together, emphasizing peacekeeping, peacemaking and peacebuilding processes as part of these approaches. The main finding is that the way dialogue, separation and suspension are carried out presents a restrictive approach to school convivencia that is based on controlling the students’ inappropriate behaviours, which is congruent with a conflict management based on peacekeeping. The article concludes that this way of dealing with conflicts limits students’ inclusion and participation and it does not develop sustainable actions to transform conflicts and build peace.
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