Education for Peace and School Coexistence: Plans and Projects in Spain and Andalusia

Education for Peace and School Coexistence: Plans and Projects in Spain and Andalusia

José A. Pineda-Alfonso (University of Seville, Spain) and Francisco F. García-Pérez (University of Seville, Spain)
Copyright: © 2016 |Pages: 24
DOI: 10.4018/978-1-5225-0078-0.ch007
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There has been an influx of international currents in favour of a Culture of Peace and Non-Violence since the 1990s. This has allowed the curriculum in Primary and Secondary Education to generate a wide range of differently focused plans and projects. One of the peculiarities of this phenomenon in Spain is its links with the deterioration in classroom coexistence, and, as a consequence, a number of different initiatives have been put in place to promote a Culture of Peace and Coexistence. In spite of the deployment of means and staff, it is clear from the analysis of two cases in Secondary Schools in Andalusia (Spain) that there have been scant results, as the influence of all these initiatives has only been superficial in schools. Given the failure of these initiatives, a drift towards authoritarianism in school coexistence discourses and practices is observed.
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The Normative Discourse: Plans And Projects

A first path of intervention to address the problems of coexistence in schools, and therefore to promote a culture of peace and non-violence, was through the establishment of legal regulations and norms. This approach responded to a social and political demand which arose from the perception, real or imagined, of the deterioration of coexistence in schools. One could say that it was a “reactive” approach in that it was a reaction to a problematic situation, and an “assistential” approach in that it aimed at providing a solution without counting on the participation of those affected.

In a first analysis, this path offered apparent advantages for the development of life in schools. Moreover, it was reassuring with respect to the prevailing opinion among the agents involved (teachers, families, educational administration…). However, it also presented some weaknesses: its lack of linkage with the development of the curriculum, and the risk that those norms would be imposed without the participation of those involved, especially the pupils.

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