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Teachers' Contribution to Sustainable Conflict Resolution Approaches

Conference paper
Authors Ilse Hakvoort
Agneta Lundström
Kristoffer Larsson
Published in American Educational Research Association Conference Online Program 2018
Publication year 2018
Published at Department of Education and Special Education
Department of Pedagogical, Curricular and Professional Studies
Language en
Keywords emerging conflicts, conflict resolution strategies, grounded theory, focus groups
Subject categories Pedagogical Work


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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