| 1. |
- Abraham, Getahun Yacob
(author)
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Education for Democracy? : Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools
- 2010
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Doctoral thesis (other academic/artistic)abstract
- This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on lessons on leadership qualities and voting for third grade learners in four schools, each dominated by either Black, Coloured, White or mixed groups of learners. Field work with an ethnographic approach and a qualitative strategy was used to gain access to empirical data. Policy and curriculum documents, guidelines and textbooks were used. Classroom observations in four classes and interviews with 14 third grade teachers were conducted. Theoretical concepts of construction, deconstruction and reconstruction are applied. Ulf P Lundgren’s Frame Factor Theory is used to study school organization. Basil Bernstein’s Pedagogical Devices are considered when examining the different levels of pedagogical activities. To be a teacher in South Africa one needs to attend at least two years of teacher education after completing high school. Teachers in the classes studied underwent their teacher education during apartheid years. Due to limited in-service training, they sometimes experience problems of understanding and interpreting the learning area, which they usually tackle by consulting documents, colleagues or school authorities. The learners’ understanding varied based on their family background and type of school they attended. There were enormous differences in material, financial and organisational resources between classes and schools. The resources for teaching leadership qualities and voting were not, however, different between the classes. The lessons were teacher dominated and direct transmission was used as a method. The way teachers facilitated the lesson on leadership qualities and voting varied but all showed some democratic shortcomings. Apart from answering questions, learners were neither invited nor encouraged to participate to further their understanding of the theme. Limited aspects of leadership qualities were discussed, individual leaders’ roles were emphasised and the teachers picked candidates for class leaders in three of the classes. It was also evident that the class environments were not suitable for critical or creative thinking and democratic upbringing. The schools reproduced norms, values, languages and cultures of the different groups. Officially, teachers emphasised the common national South African identity. This emphasis on national identity could disguise the injustice some groups experience in society.
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| 2. |
- Barrett, Martyn, et al.
(author)
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The Global Contribution of the Work of Ed Cairns
- 2012
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In: In M. D. Roe (Chair), The life and work of peace psychologist Ed Cairns. Symposium conducted at the 120th Annual Convention of the American Psychological Association, Orlando, FL., August.
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Conference paper (other academic/artistic)
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| 3. |
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| 4. |
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| 5. |
- Hakvoort, Ilse, 1960, et al.
(author)
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A bibliometric review of approaches to address conflicts in schools : Exploring the intellectual base
- 2019
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In: Conflict Resolution Quarterly. - : John Wiley & Sons. - 1536-5581 .- 1541-1508. ; 37:2, s. 123-145
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Journal article (peer-reviewed)abstract
- Increasing numbers of student teachers, teachers, and teacher educators require training in research‐based knowledge about how to address conflicts in schools. There are also increasing numbers of relevant publications, and hence, a perceived need to map influential theories, methods, and topics that shaped the field of research. To meet this need, a bibliometric study was conducted. The reviewed literature, 608 publications referring to studies by 197 influential authors, was subdivided into two periods: 1996–2010 and 2011–2015. The intellectual structure was examined by author co‐citation analysis. The findings indicate seven clusters of authors from period one and four from period two.
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| 7. |
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| 8. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Action research in Sweden
- 2019
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In: Building Learning Communities for Peace. Action Research Reports from Croatia. Greece, Sweden and the United Kingdom. - : Learning Communities for Peace project. ; , s. 28-49
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Book chapter (other academic/artistic)abstract
- This report gathers the processes and results of the action research projects that took place within the framework of Learning Communities for Peace, a European project funded by Erasmus+ Programme of the European Union as a Strategic Partnership Project (2016-1-SE01-KA201-022164) and the Evens Foundation. The project was launched in November 2016, with the firs partners’ meeting in Sweden, and lasted until 31 of August September 2019.
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| 9. |
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| 10. |
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| 11. |
- Hakvoort, Ilse, 1960
(author)
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Att leda konflikthantering
- 2022
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In: Lärarens ledarskap. Professionell pedagogisk praktik. Ann S. Pihlgren & Mikael Jensen (Red.). - Malmö : Gleerups. - 9789151107172 ; , s. 189-203
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Book chapter (other academic/artistic)
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| 12. |
- Hakvoort, Ilse, 1960
(author)
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Bara bråk? Bygg en pyramid
- 2008
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In: Pedagogiska Magasinet. ; :nov 4, s. 40-44
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Journal article (other academic/artistic)
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| 13. |
- Hakvoort, Ilse, 1960
(author)
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Bara bråk? Bygg en pyramid
- 2010
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In: Palm, M. (red) Låt oss tvista igen! – om konflikthantering i förskola och skola. - Stockholm : Lärarförbundets förlag. ; , s. 19-26
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Book chapter (other academic/artistic)
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| 18. |
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| 19. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Conflict escalations in schools: manifestations and strategies
- 2024
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In: Presentation at NERA, Nordic Educational Research Association (NERA), Malmö University, 7 March 2024, Network: Value Issues and Social Relations in Education.
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Conference paper (other academic/artistic)
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| 20. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Conflict Resolution in the Swedish Teacher Education: What has happened since 2011?
- 2016
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In: NERA 44th Congress, 9-11 March 2016, Helsinki, Finland.
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Conference paper (other academic/artistic)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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| 21. |
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| 22. |
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| 23. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Escalated conflicts, threats, and violence against teachers from pupils in lower-secondary schools
- 2023
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In: Presentation at NERA, Nordic Educational Research Association, Norway, Oslo 15-17 March 2023, Network 7: Value Issues and Social Relations in Education.
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Conference paper (other academic/artistic)abstract
- Research topic/aim) Schools are among the workplaces with the greatest risk of exposure to violence. The aim of this three-year project (2022-2024) is twofold, that is to increase: 1. knowledge about escalating conflicts that contain threats and violence against lower-secondary schoolteachers from pupils. 2. knowledge about school organizations' efforts to support teachers and create safe work environments. The project has started January 2022 and the presentation will focus on the design of the project and discussion of earlier research. (Theoretical framework) Theoretically, the study has three points of departure. The first is the relational nature of the teaching profession. The profession includes responsibility for social and pedagogical relationships as well as teachers having the power to control, monitor and assess pupils, which contributes to asymmetry and possible frictions in the relationship. The second addresses threats and violence from the pupils as expressions of escalated conflicts. A third point of departure in the theoretical framework is an organizational perspective. Multiple institutional expectations and variations in conditions are anticipated to give space to understanding and managing the escalated conflicts in different ways. (Methodology/research design) The research questions will be answered by conducting a qualitative case study of four lower-secondary schools. The selection of schools is a careful process. We are choosing schools that are located in different structural contexts, have had substantial problems with threats and violence towards teachers from pupils but where the situation clearly has improved and the schools use a range of different measures to address the problem. The analysis will be based on the following empirical material for each schools: 1. qualitative individual interviews with principals, union representatives and municipal security officers; 2. focus group interviews with teachers; and 3. documents including legislation, regulations, and policies. The findings will be analysed in the light of existing research on conflict management, professions, and complex organizations. (Expected result) The project will contribute with knowledge on escalated conflicts, pupils’ threats and violence towards teachers, as well as structures, processes and measures influencing these phenomena. Furthermore, the different measures which the participating schools found effective to improve the teachers working environment will be presented and discussed.
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| 24. |
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| 25. |
- Hakvoort, Ilse, 1960, et al.
(author)
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EU-PROJEKT – SAMVERKAN I MÅNGFALD
- 2020
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In: Samverkan genom uppdrag Lärdomar för universitetet och samverkande partners i utbildnings- och forskningsuppdrag.. - : Göteborgs universitet. - 9789186857264 ; , s. 137-155
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Book chapter (other academic/artistic)
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| 26. |
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| 27. |
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| 28. |
- Hakvoort, Ilse, 1960
(author)
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Livskunskap i lärarutbildningen
- 2013
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In: 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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Book chapter (other academic/artistic)
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| 29. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Lärares konflikthantering - Vad forskning kan bidra med!
- 2021
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In: 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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Book chapter (other academic/artistic)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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| 30. |
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| 31. |
- Hakvoort, Ilse, 1960
(author)
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Medling i skolan
- 2023
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In: 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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Book chapter (other academic/artistic)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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| 32. |
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| 33. |
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| 34. |
- Hakvoort, Ilse, 1960
(author)
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Peace Education in Regions of Tranquillity
- 2010
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In: Salomon, Gavriel & Cairns Ed (red) Handbook on Peace Education. - : Psychology Press, Taylor & Francis Group. - 9780805862522 ; , s. 289-303
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Book chapter (other academic/artistic)
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| 35. |
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| 36. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Primary school teachers’ understanding of emerging conflicts
- 2016
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In: Different horizons: setting directions for phenomenographic research, EARLI Special Interest Group 9, Phenomenography and Variation Theory, Gothenburg 24-26 Aug.
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Conference paper (other academic/artistic)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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| 37. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Research from 1996 to 2019 on approaches to address conflicts in schools : A bibliometric review of publication activity and research topics
- 2022
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In: Journal of Peace Education. - : Routledge. - 1740-0201 .- 1740-021X. ; 19:2, s. 129-157
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Research review (peer-reviewed)abstract
- The numbers of publications within the field of research on approaches to address conflicts in schools is rapidly growing, and it is now important to map influential theories, methods and topics that shape this research field. In addition, student teachers, teachers and teacher educators would benefit from it being easier to find research-based knowledge of how to address conflicts in schools. Therefore, a bibliometric study was carried out on 1126 publications that were published between 1996 and 2019 in this field. The study aimed at examining publication activity, geographic spread, and dominant research topics. The findings showed a positive trend in publication output from 2006 onwards. Research output was found to be dominated by the United States. However, the results also indicated an internationalization trend expressed in an increased geographic spread of publication output. Furthermore, six research topics were identified through cluster analyses and labelled ‘peace and value education’, ‘classroom management from coercive discipline to relationship building’, ‘constructive conflict resolution’, ‘classroom management programmes’, ‘restorative justices and restorative approaches’, and ‘classroom challenges for teachers’. Within each research topic, a distinct number of publications were found that defined the core research.
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| 38. |
- Hakvoort, Ilse, et al.
(author)
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School-related conflicts and conflict resolution 1996-2015 : a bibliometric review of publication activity and research themes
- 2018
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In: American Educational Research Association Conference Online Program 2018. - : American Educational Research Association.
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Conference paper (peer-reviewed)abstract
- To support teachers, teacher educators, student teachers and scholars in their navigation in the growing research field of school-based conflict and conflict resolution, a longitudinal bibliometric review was conducted. This study aimed at providing an overview of publication activity and central themes, 1996-2015. The dataset, consisting of 608 publications, was clustered on the basis of bibliographic coupling into nine clusters representing different themes. While the themes “educational leadership: management and discipline styles”, “constructive conflict resolution” and “behaviour management” were found over the whole period, others appeared 2004/5, among others "peace education and restorative approaches". Finding nine clusters strengthen the common view in this field that conflict is a multifaceted concept and can be approached from many different angles.
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| 39. |
- Hakvoort, Ilse, 1960, et al.
(author)
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School-Related Conflicts and Conflict Resolution 1996–2015: A Bibliometric Review of Publication Activity and Research Themes
- 2018
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In: American Educational Research Association Conference Online Program 2018.
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Conference paper (peer-reviewed)abstract
- To support teachers, teacher educators, student teachers and scholars in their navigation in the growing research field of approaches to conflicts in schools, a longitudinal bibliometric review was conducted. This study aimed at providing an overview of publication activity and central themes, 1996-2015. The dataset, consisting of 608 publications, was clustered on the basis of bibliographic coupling into nine clusters representing different themes. While the themes "classroom management: increasing diversity", "peace education and conflict resolution education" and “classroom management programs” were found over the whole period, others appeared 2004/5, among others "Restorative justice and restorative approaches". Finding nine clusters strengthen the common view in this field that conflict is a multifaceted concept and can be approached from many different angles.
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| 40. |
- Hakvoort, Ilse, 1960
(author)
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Skolans konflikthanteringsarbete
- 2023
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Book (other academic/artistic)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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| 41. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Studies on emerging and escalated conflicts – a complementary and sustainable initiative
- 2014
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In: NERA 42nd Congress, March 5-7 2014, Lillehammer, Norway.
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Conference paper (other academic/artistic)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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| 42. |
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| 43. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Teacher training in Sweden.
- 2018
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In: Hakvoort, I, Kostiainen, A., Passerini, E. (Eds), Teacher & Conflict: where are we? State of the Art Report on Teacher training in Nonviolent conflict transformation in Europe. ; , s. 74-87
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Book chapter (other academic/artistic)
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| 44. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Teachers' Contribution to Sustainable Conflict Resolution Approaches
- 2018
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In: American Educational Research Association Conference Online Program 2018.
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Conference paper (peer-reviewed)abstract
- Scholars have presented sustainable conflict resolution approaches by referring to core elements like long-term effects, dialogues, social relationships, and learning opportunities. As educational leaders, teachers face conflicts every day and an earlier study revealed an extended language used by teachers to talk about them. The study presented in this paper aims at studying teachers’ conflict resolution strategies using grounded theory. Six focus group interviews were conducted taking its departure in the nine different ways of understanding emerging conflict was expressed in the earlier study. Discussing their strategies for the various ways of understanding provided a richness that we had not expected. For example, teachers explained that they used pupils’ challenging of boundaries as a pedagogical strategy to learn to understand differences.
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| 45. |
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| 46. |
- Hakvoort, Ilse, 1960, et al.
(author)
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Teachers' Understandings of Emerging Conflicts
- 2020
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In: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 64:1, s. 37-51
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Journal article (peer-reviewed)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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| 47. |
- Hakvoort, Ilse, 1960
(author)
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The conflict pyramid: a holistic approach to structuring conflict resolution in schools
- 2010
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In: Journal of Peace Education. - 1740-0201. ; 7:2, s. 157-169
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Journal article (peer-reviewed)abstract
- This paper examines how the conflict pyramid, originally defined and used by Richard Cohen, can be used as a model to describe the relations between different conflict resolution education programs and activities included in the programs. The central questions posed in the paper are: How can Richard Cohen’s conflict pyramid be used as a model for describing the relations between different programs and activities? In what way do we need to elaborate the conflict pyramid? How can the elaborated conflict pyramid help teachers and teacher training students to sort out what or which programs and activities to implement and use in school? The number of different conflict resolution education programs has increased immensely over the years. There is a large variety of programs and no systematic way of choosing which one to use in school. Elements of the different programs sometimes overlap but programs are still not alike. Not surprisingly, teachers and other adults in schools often raise the question of what conflict resolution program they should use. Cohen visualises the ideal system of conflicts and conflict resolutions in school environments as a pyramid with four levels: conflict prevention, conflict management, third party support and, finally, stopping destructive conflicts by means of arbitration. This article contains theoretical reflections, developed through a literature study, in order to examine and discuss the use and potential use of this model.
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| 48. |
- Hakvoort, Ilse, 1960, et al.
(author)
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The School's Democratic Mission and Conflict Resolution: Voices of Swedish Educators
- 2014
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In: Curriculum inquiry. - : Informa UK Limited. - 0362-6784 .- 1467-873X. ; 44:4, s. 531-552
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Journal article (peer-reviewed)abstract
- Swedish educational policy mandates have given schools a double mission: the development of content-based knowledge as well as the promotion of democratic values and competencies. While detailed learning outcomes are specified for content domains, the democratic mission is imprecisely described and unsupported by practical measures. This leaves interpretation and effective implementation up to schools and individual educators. One way in which this mission can be clarified is by examining how conflict resolution practices intersect with, and may contribute to, democratic citizenship education. This article presents findings from interviews with 10 Swedish educators regarding their interpretations of the democratic mission. Although every participant affirmed in general terms that there was an important relationship between the school's democratic mission and their practices of conflict management, no participant believed that he or she possessed the specific knowledge, skills, contextual support, or clarity of purpose to address conflicts democratically. The educators participating in our study focused on controlling disruptive and violent conflict incidents, rather than on democratic discussion of conflicting perspectives as learning opportunities. Informed by participating educators' understandings and experiences, this article examines how conscious and constructive conflict resolution practices might inform and, ultimately, improve educational practices for promoting democratic values and competencies.
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| 49. |
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| 50. |
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