Sustainable relationships as prevention against threats and violence
A study of teachers and students relational practices in the interstices of school.
Threats and violence in schools constitutes a work environment problem, for teachers as well as for students. Today, threats and violence are increasing in schools. Studies show that the quality of teacher-student relationships has bearing on student learning, motivation, engagement etc. Teachers have a responsibility for building and sustaining relationships with their students - but also between students - that are safe and promote such educational goods. In order to achieve educational relationships teachers employ relational practices, which requires relational professionality. Studies show that informal situations and contexts may be of great importance for the creation of teacher-student and student-student relationships in institutions. Hence, there is reason to employ a spatial perspective for inquiring into relational practices in schools. In a pilot study, we have found that both teachers and students tend to make use of informal situations when they negotiate relationships, and that these relationships may serve as a bridge into student learning in formal situations. A case study will be conducted in order to deepen the knowledge of how, when and where relations relationships are built and sustained through negotiations in informal contexts. A school is selected where threats and violence have recently decreased. Data sources draw on mixed methods and are analyzed both within and across cases in order to answer questions related to primarily where and when negotiations of relationships take place. Results will include possible strategies that may contribute to sustainable educational relationships.
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