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- Hakvoort, Ilse, 1960
(författare)
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Skolans konflikthanteringsarbete
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Boken ger en helhetsbild av skolans konflikthanteringsarbete. Den redovisar aktuell forskning, begrepp och teorier samt åtgärder i relation till skolans professionella praktik. För första gången visas hur främjande, förebyggande, upptäckande och åtgärdande insatser samverkar; hur de bildar en helhet och mynnar ut i konkreta konflikthanteringsverktyg som är användbara och nödvändiga för såväl skolans personal som dess elever. Bokens syfte är att bidra till en konflikthanteringspraktik, där skolpersonal och elever känner sig trygga i att hantera konfliktfyllda situationer på ett konstruktivt och icke-våldsamt sätt. En praktik där de kan utveckla och lära sig från och genom konflikter, så att ett tryggt och tillitsfullt klassrums- och skolklimat tillåts växa fram. Boken vänder sig till blivande och verksamma lärare samt till speciallärare, specialpedagoger och elevassistenter.
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| 2. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Conflict Resolution in the Swedish Teacher Education: What has happened since 2011?
- 2016
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Ingår i: NERA 44th Congress, 9-11 March 2016, Helsinki, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The main objective of the presented study was to explore how Swedish teacher education institutions have interpreted the official guidelines for educating conflict resolution. Do student teachers learn to deal with conflicts constructively? Are they trained to use the value of equity in conflict situations? Conflict and conflict resolution is an educational question. Conflicts are unavoidable and no matter how well trained or skilful teachers are, they will encounter conflicts on a daily basis. Teachers need to develop knowledge and skills to be able to address them in a democratic and constructive way. We like to emphasize that schools and classrooms provide specific conditions under which conflicts occur. These can be compulsory school attendance, about 400 on-going relations in a classroom, 6 hours a day, 5 days a week and challenges in guiding the learning processes of individual pupils within a group. In addition, age-specific development and the tension between demands of subject-knowledge and promoting fundamental values and equal treatment should be mentioned. Furthermore, the increasing juridification may challenge the pedagogic arena for teachers to work with conflicts. In the transition from an authoritarian towards a democratic school-system, scholars in the field of conflict-resolution acknowledged the increased variety of more open and visible conflict situations. In conflicts pupils have voices who argue for their ideas and perspectives, and they can experience equity when others want to listen. In 2011, conflict resolution became an outspoken theme in all teacher education in Sweden. The launch of four new teacher training programs in 2011 turned out to become a historical moment. The Swedish National Agency for Higher Education, commissioned by the central government, was asked to draft binding guidelines for learning outcomes concerning knowledge about social relations, conflict resolution and leadership. The presented study aimed at enlarging our understanding on how institutions interpreted the guidelines for educating conflict resolution. The data consisted of official course syllabi (inclusive literature lists) and course guidelines (when available) from a large variety of teacher education institutions, among others Umeå, Stockholm, Malmö, Gothenburg and Kalmar. Text analysis was used to analyse the data. In this paper we will present our findings and discuss them in relation to the field of constructive conflict resolution education. With our presentation we want to contribute to the dialogue on how conflict resolution education in teacher education can look like and how issues like equity, empowerment, and major and minor positions are addressed.
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| 3. |
- Hakvoort, Ilse, 1960
(författare)
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Livskunskap i lärarutbildningen
- 2013
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Ingår i: Utas Carlsson, K., Nordén, C, & Servéus, V. (Eds) Livskunskap för livskvalitet. Fler perspektiv på en viktig samhällsfråga.. - Stockholm : Nomen Förlag. - 9197886432 ; , s. 91-105
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Primary school teachers’ understanding of emerging conflicts
- 2016
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Ingår i: Different horizons: setting directions for phenomenographic research, EARLI Special Interest Group 9, Phenomenography and Variation Theory, Gothenburg 24-26 Aug.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Conflicts are part of daily school life and often dealt with by teachers. To some extent, democratic societies have encouraged vibrant dialogue in education settings that can lead to heated discussions or avoidance of rules. Our focus is on conflicts that can be negotiated or dealt with through third-party intervention and have not yet escalated. We will present a phenomenographic study on primary schoolteachers’ understanding of emerging conflicts. The interviews had a semi-structured character and questions were formulated around two conflict scenarios that were specifically developed and piloted to describe the phenomenon. Purposive sampling has been used to recruit four public primary schools in the area of Gothenburg and Umeå. From these schools, twenty teachers were interviewed during about an hour. All interviews have been audio recorded and transcribed verbatim. January 2016, the research team started their analyses. The first recursive readings have been conducted and the analytic process will be finalized during the spring 2016. Preliminary insights indicate that teachers understand emerging conflict in several different ways, one of them as an expected part of their daily professional work no matter what happened, another as a threat to the agenda, another one being as a threat to expectations.
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| 5. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Studies on emerging and escalated conflicts – a complementary and sustainable initiative
- 2014
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Ingår i: NERA 42nd Congress, March 5-7 2014, Lillehammer, Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Conflict is omnipresent in education. Teachers regularly encounter a variety of conflict attitudes, behaviors, and contradictions under a large number of different circumstances. What approach can teachers embrace to deal with the large variety of conflicts they encounter and at the same time support the development of sustainable relations and long-term understandings of conflicts? This paper examines the theoretical frameworks used in current research on conflicts and conflict handling within schools and discusses them while considering developing sustainable relationships and increased understandings of conflicts. It is argued that different theoretical paradigms can be distinguished, which contrast along the following dimensions: conceptualizations of conflict and interventions, for example behavior- and classroom management. Every paradigm comprises ideas about a model of causation and a corresponding proposal for intervention, level of focus, and underlying epistemology. For example, within a juridical paradigm, research focuses on conflicts as legal violations that jeopardize the safety of educational actors and emphasize the necessity of strategies such as prevention and arbitration. Within a socio-psychological paradigm, there is an abundance of international research embracing a broader educational approach characterizing conflicts as opportunities for change, development, and learning (Deutsch & Coleman 2006, Bickmore, 2010). Scholars within this paradigm are interested in communication, negotiation, and mediation. This paper will be based on a thorough literature study in order to create a cohesive picture of the existing variations in the multifaceted concept of conflict in schools, the consequences of a chosen concepts on intervention strategies, differences between conflict resolution, handling and management, and how control of behavior can be complemented with knowledge about emerging conflicts and the ways teachers work to stimulate educational dialogues. In the Nordic countries, research on conflicts within schools has been following their own pace. Norway has been widely recognized for using negotiation and mediation as common intervention strategies (Hareide, 2006). In our paper, we will discuss approaches used in the Nordic countries. The variation in research in the different Nordic countries will be used to build a cohesive picture.
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| 8. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Lärares konflikthantering - Vad forskning kan bidra med!
- 2021
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Ingår i: Ledarskap, sociala relationer och konflikthantering för lärare I Martin Karlberg & Marcus Samuelsson (Red.).. - Stockholm : Natur och Kultur. - 9789127825253 ; , s. 407-444
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Lärare gör komplexa överväganden när de ingriper i konflikter. I detta kapitel ger vi en överblick över den vetenskapliga kunskap som finns kring hantering av konflikter i skolan. Som forskare och lärarutbildare i konflikthantering vill vi dela med oss av den kunskap vi har utvecklat. Vi vill stödja lärares vägval och bidra till deras egen handlingskraft, för till sist är det bara lärarna själva som känner till just sin elevgrupp och vet vad som fungerar.
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| 9. |
- Hakvoort, Ilse, 1960
(författare)
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Medling i skolan
- 2023
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Ingår i: E. Fromholz & L. Wahlin (red.), Medling i konflikter som rör barn och unga: i familjen, i skolan och vid brott. - Stockholm : Nordstedts Juridik. - 9789139025672 ; , s. 135-159
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med detta kapitel är att presentera medling i skolan i relation till skolans konflikthanteringsarbete, samt till de formella riktlinjer som finns nedskrivna i styrdokument. Kapitlet ger en kunskapsöversikt över vilka effekter forskare har lyft fram att skolmedling kan medföra. Utöver detta finns reflektioner kring medling i skolan, det demokratiska uppdraget och hur användning av denna konflikthanteringsmetod kan stimuleras inom skolan.
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| 10. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Teachers' Understandings of Emerging Conflicts
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 64:1, s. 37-51
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Tidskriftsartikel (refereegranskat)abstract
- Scholars in the field of conflict resolution in schools theoretically argued that minor distractions and disturbances are conflicts. In the present study, we refer to them as emerging conflicts. The study has been carried out within the phenomenographic research tradition and used semi-structured interviews. We addressed the professionals – the teachers – who deal with emerging conflicts every day, investigating their different ways of understanding an emerging conflict. The 9 different ways we found make the collective and shared understandings of emerging conflicts visible and form a professional language with which to discuss these kinds of conflicts. These nine could be divided into three groups, the social practice of the classroom, something that stems from outside the classroom, and something that characterises all human interaction. The awareness of the existing understandings could further be discussed in relation to what is actually taught in teacher education in Sweden.
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