Med retributivno in restorativno naravnanimi vzgojno-disciplinskimi odzivi učiteljev v osnovni šoli
Povzetek
Od leta 2009 so osnovne šole v Sloveniji dolžne opredeliti lasten vzgojni koncept, ki ga v formalnem smislu opredeljuje Zakon o OŠ. V ozadju dokumentov, ki jih pripravljajo na šolah, lahko prepoznamo dve glavni teoriji kaznovanja: bolj tradicionalno, tj. retributivno, in novejšo, tj. restorativno. Skozi prizmo paradigmatskih razlik med obema teorijama so v članku predstavljeni izsledki raziskave, v kateri je sodelovalo 109 učiteljev iz 13 osnovnih šol. Predstavljeni so izsledki kvalitativne analize skupinskih razprav na šolah. V razpravah so se učitelji opredeljevali do vzgojno-disciplinskih ukrepov na lastni šoli. Le v treh skupinah so bili učitelji bolj naklonjeni restorativni teoriji kaznovanja kot retributivni. Glede na dokazano negativne učinke retributivno naravnanih disciplinskih ukrepov ugotovitve niso spodbudne. Avtorji vidijo rešitve v sistematičnem izobraževanju učiteljev in teoretsko jasnejši zastavitvi vzgojno-disciplinskih odzivov šol. Hkrati pa bi morali učitelji ves čas reflektirati lastne odzive na vzgojno-disciplinske izzive v šoli.
Prenosi
Literatura
Benjamin, J. (2000). The Oedipal riddle. In P. U. Gay, J. Evans, & P. Redman (Eds.), Identity: A Reader (pp. 231–247). Sage.
Biesta, G. (2011). Learning democracy in school and society: Education, lifelong learning, and the politics of citizenship. Sense Publishers.
Bingham, C., & Sidorkin, A. (2004). No education without relation. Peter Lang.
Blood, P., & Thorsborne, M. (2005). The challenge of cultural change: Embedding restorative practices in school. Paper presented at The Sixth International Conference on Conferencing, Circles and other Restorative Practices: “Building a Global Alliance for Restorative Practices and Family Empowermentâ€. Sydney, Australia. http://www.thorsborne.com.au/conference_papers/Challenge_of_Culture_Change.pdf
ÄŒaÄinoviÄ-VogrinÄiÄ, G. (2008). Soustvarjanje v Å¡oli: uÄenje kot pogovor [Co-creation in school: Learning as a conversation]. Zavod RS za Å¡olstvo.
Christie, C. A., Nelson, C. M., & Jolivette, K. (2004). School characteristics related to the use of suspension. Education and Treatment of Children 27(4), 509–526.
Cremin, H. (2007). Peer mediation: Citizenship and social inclusion revisited. Open University Press Baruch.
Edmiston, B. (2008). Forming ethical identities in early childhood play. Routledge.
Flick, U. (2006). An introduction to qualitative research. Sage.
Gibbs, J. C. (2003). Moral development and reality: Beyond the theories of Kohlberg and Hoffman. Sage Publications.
González, T. (2012). Keeping kids in schools: Restorative justice, punitive discipline, and the school to prison pipeline. Journal of Law & Education 41(2), 281–335.
Kant, I. (1988). O pedagogiki [About pedagogy]. Problemi: revija za kulturo in družbena vprašanja, 26(11), 147–158.
Kant, I. (1993). Kritika praktiÄnega uma [A critique of the practical mind]. DruÅ¡tvo za teoretsko psihoanalizo.
Kelly, A. V. (1989). The curriculum - Theory and practice. Paul Chapman Publishing.
Kohlberg, L. (1996). Die Psychologie der Moralentwicklung [The psychology of moral development]. Suhrkamp.
Kristjansson, K. (2004). Empathy, sympathy, justice and the child. Journal of Moral Education, 33(3), 291–305.
KrofliÄ, R. (2007). Vzgoja za odgovornost onkraj razsvetljenske paradigme: od razvoja odgovora-zmožnosti k spoÅ¡tljivemu odnosu in razvoju etiÄne zavesti [Education for responsibility beyond the enlightenment paradigm: From the development of responding ability to a respectful attitude and the development of ethical consciousness]. Sodobna pedagogika 58(24), 56–71.
KrofliÄ R., KlariÄ T., Å tirn Janota P., Stolnik K., Gibbs J. C., Skiba R., et al. (2011). Kazen v Å¡oli? Izbrani teoretski pristopi k sankcioniranju prekrÅ¡kov in podpori prosocialnega ter moralnega ravnanja. [Punishment in school? Selected theoretical approaches to sanctioning violations and supporting prosocial and moral conduct]. Center RS za poklicno izobraževanje.
KrofliÄ, R. (2014). Katerim uporabnim interesom služijo bolonjska prenova visokoÅ¡olskega Å¡tudija in njeni spremljevalni pojavi [What are the pragmatic interests of the Bologna reform of higher education and its accompanying phenomena?]. Vzgoja in izobraževanje: revija za teoretiÄna in praktiÄna vpraÅ¡anja vzgojno izobraževalnega dela, 45(3), 10–14.
Kuhar, M., & Jeznik, K. (2017). Deliberativno razpravljanje uÄiteljev o vzgojnih ukrepih v osnovniÅ¡oli [The Effect of deliberative discussion methods on primary school teachers’ attitudes towards educational measures]. Sodobna pedagogika, 68(1), 32–50.
Ma, H. K. (2013). The moral development of the child: An integrated model. Frontiers in Public Health, (1), 57. http://doi.org/10.3389/fpubh.2013.00057
Noddings, N. (1998). Caring: A feminine approach to ethics and moral education. University of California Press.
Piaget, J. (2005). The psychology of intelligence. Routledge.
Recommendations (PriporoÄila o naÄinih oblikovanja in uresniÄevanja vzgojnega naÄrta osnovne Å¡ole) [Recommendations for the preparation and implementation of a compulsory school educational plan] (2008). Educa: strokovna revija za podroÄje varstva, vzgoje in izobraževanja predÅ¡olskih otrok in otrok na razredni stopnji osnovne Å¡ole, 17(5/6), 71–91.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Routledge.
Rogers, C. R., Lyon, H. C., & Tausch, R. (2014). On becoming an effective teacher. Routledge.
Salecl, R. (2010). Choice. Profile Books.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. http://dx.doi.org/10.1080/03054980902934563
Sellman, E., Cremin, H., & McCluskey, G. (2014). Restorative approaches to conflict in schools: Interdisciplinary perspectives on whole school approaches to managing relationships. Routledge.
Šebart, M., & Krek, J. (2009). Vzgojna zasnova javne šole [The educational concept of public school]. Center za študij edukacijskih strategij, Pedagoška fakulteta.
Å inkovec, S. (2017). Vzgojni naÄrt v Å¡oli: spodbujanje celostnega razvoja osebnosti uÄencev. [The educational plan at school: Promoting the overall development of pupils’ personalities]. Jutro: InÅ¡titut Franca PediÄka.
Štirn Janota, P. (2016). Kindergarten teachers notice what they first understand: The importance of process education for kindergarten teachers. Sodobna pedagogika, 67(4), 128–147.
Å trajn D. (1992). UÄitelj in njegova resnica Kaj hoÄemo in kaj zmoremo [The teacher and his truth. What we want and what we can]. In Zbornik s posveta o problemih in perspektivah izobraževanja uÄiteljev (pp. 60–62). PedagoÅ¡ka fakulteta v Ljubljani.
Å traser, N., Kramer, M., Margan, U., Bevc, V., Preskar, S., Bizjak, C. et al. (2012). Vzgojno poslanstvo Å¡ole: priroÄnik za naÄrtovanje [The educational mission of the school: Planning manual]. Zavod RS za Å¡olstvo.
Telban, B. (2014). Metode raziskovanja, argumentiranja in pisanja v humanistiki in družboslovju [Methods of research, arguing and writing in the humanities and social sciences]. ZRC SAZU.
Thorsborne, M., & Blood, P. (2013). Implementing restorative practice in schools: a practical guide to transforming school communities. J. Kingsley.
Vogrinc, J. (2008). Kvalitativno raziskovanje na pedagoÅ¡kem podroÄju [Qualitative research in the pedagogical area]. PedagoÅ¡ka fakulteta.
Weare, K. (2013). Promoting mental, emotional, and social health: A whole school approach. Routledge.
Zakon o OÅ [Primary school act]. (2007). Uradni list RS, 2007/8, No. 102/2007.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.
Žorž, B. (2013). Razvajenost: rak sodobne vzgoje [Being spoilt: The cancer of modern education]. Celjska Mohorjeva družba.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
