Abstract
We examine the relationship between conflict management and school climate styles in two Chilean public schools. It is hypothesized that the type of administration implemented will influence the form and characteristics of the school life. Through microethnographies, and content analysis, we distinguished two forms of conflict management: the positivist and critical technocratic; and three styles of school coexistence: functional authoritarian, functional democratic and sociocritical democracy. The results show, in both cases, a technocratic positivist administration, characterized by a high behavioral control of students and teachers, high normativity with accents in punitive aspects, and strategies of elimination and invisibilization of the problems that are presented.
| Translated title of the contribution | Discussions regarding the administration of the conflict and its relationship with school coexistence |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 21-42 |
| Number of pages | 21 |
| Journal | Cultura, Educación, Sociedad |
| Volume | 8 |
| Issue number | 2 |
| Publication status | Published - 14 Dec 2017 |
Keywords
- conflict management
- school coexistence
- authoritarism
- democracy
Research Beacons, Institutes and Platforms
- Global Development Institute