Safe and Inclusive Schools: Teachers’ Strategies to Handle Peer-to-peer Violence in the South of Chile
Creating safe and inclusive schools is one of the aims of the United Nations 2030 Agenda for Sustainable Development, which highlights the need for educational establishments that are inclusive and free from violence. Chile is one of the countries where policies and legislation intend to tackle viol...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/210980 |
| Acceso en línea: | https://hdl.handle.net/10533/210980 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Otras Ciencias Sociales Otras Especialidades de la Educación |
| Sumario: | Creating safe and inclusive schools is one of the aims of the United Nations 2030 Agenda for Sustainable Development, which highlights the need for educational establishments that are inclusive and free from violence. Chile is one of the countries where policies and legislation intend to tackle violence in schools as well as promote inclusion. In this descriptive study, semi-structured interviews with teachers from the regions X and XIV in the south of Chile offer an introduction to the strategies that are used in schools so as to handle violence among students (peer-to-peer) in terms of prevention, response and the inclusion of students involved in either perpetrating or experiencing acts of violence. A qualitative analysis of teachers’ strategies discloses the inclusive values in their practices and their approaches to prevent and respond to peer-to-peer violence while being respectful to their students’ needs, avoiding discrimination and promoting learning and participation. Therefore, despite the challenges that teachers face, their strategies and the inclusive values found in their practices show an apparent commitment to provide safe and inclusive education for every child, including those experiencing and involved in peer-to-peer violence. Nonetheless, there are certain aspects that the Chilean education system may need to improve. For instance, schools could increase the collective work involving families, schools and social services, as well as develop inclusive violence response and prevention initiatives that are institutionalised rather than dependant on teachers’ will. |
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