Introduction: Gender, Sexuality, and Violence in Education—A Three-Ply Yarn Approach

Edukacja autorytarna. O przemocy symbolicznej w szkole

Studia nad Autorytaryzmem i Totalitaryzmem ◽

10.19195/2300-7249.43.2.12 ◽

2021 ◽

Vol 43 (2) ◽

pp. 217-225

Author(s):

Joanna Helios

Keyword(s):

School System ◽

Symbolic Violence ◽

Total Institution ◽

The Subject ◽

Violence In Education

The aim of this article is to reflect on education and the school system in the context of authoritarianism and symbolic violence. The subject reflection is based on two mental trails. The first shows that culture justifies symbolic violence at school. The second, however, treats symbolic violence in education as a manifestation of the school’s activity as a total institution.

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Pendidikan Anti Kekerasan Berwawasan Lingkungan

At-Tarbawi Jurnal Kajian Kependidikan Islam ◽

10.22515/attarbawi.v3i1.1309 ◽

2018 ◽

Vol 3 (1) ◽

pp. 55

Author(s):

Abdullah Hadziq

Keyword(s):

Physical Abuse ◽

Rice Field ◽

Phenomenological Approach ◽

Learning Model ◽

Educational Systems ◽

Learning Resources ◽

Triangulation Method ◽

Interesting Learning ◽

Violence In Education ◽

Push Up

Abstract: Violence in education is not always about physical abuse but also ethics abuse. In Indonesia, violence tends to be unconciously accepted by most people. Learners are often treated ihumanity and they do not fight back. For instances, get push-up, kicked door, and other physical punishments are often seen by Indonesian. Yet, there some good educational systems in Indonesia that not using violence on learning. So, this study will elaborate concepts of nonviolence learning in Surya Mentari Natural Kindergarten in Surakarta. The research uses qualitatie method and phenomenological approach. In this research, I collect data by observation, documentation, and interview to be analyzed. This method also employs triangulation method data to make sure that it has been precise. The result shows that learning model in Natural Kindergarten Surya Mentari invites children getting outdoor class in rice field and nearby gardens because it is interesting learning resources for children. Keyword: Education,Violence, Environment

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Education for health in the Colombian Caribbean: community perceptions of violence in education´s contexts for the construction of peace

Salud Uninorte ◽

10.14482/sun.34.3.303.6 ◽

2019 ◽

Vol 34 (3) ◽

pp. 715-726

Author(s):

Francisco José del Pozo Serrano ◽

Juana Borja González ◽

Francisco Jiménez Bautista ◽

Giselle Paola Polo Amashta

Keyword(s):

Community Perceptions ◽

Caribbean Community ◽

Violence In Education

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Análisis de las valoraciones del alumnado para repensar la autoridad docente y la formación para la ciudadanía

Educatio Siglo XXI ◽

10.6018/educatio.363381 ◽

2019 ◽

Vol 37 (1 Mar-Jun) ◽

pp. 55-72

Author(s):

Gladys Merma-Molina ◽

Diego Gavilán Martín

Keyword(s):

School Violence ◽

Classroom Climate ◽

Teacher Influence ◽

Teacher Authority ◽

Teaching Competence ◽

Data Collection Instrument ◽

Personal Level ◽

The Subject ◽

Violence In Education ◽

Level 2

El incremento de la indisciplina y de la violencia escolar, la pérdida de autoridad del maestro y la falta de civilidad de los jóvenes es preocupante. Con el fin de analizar las causas y consecuencias de estos hechos, este estudio tienen comoobjetivos: 1) identificar los rasgos que caracterizan la autoridad de los profesores 2) Determinar los comportamientos que generan dichos rasgos en los alumnos y 3) analizar las relaciones entre la autoridad docente y ciudadanía. El instrumento de recogida de datos es el cuestionario Autoridad docente y convivencia, validado por el Grupo de investigación sobre indisciplina y violencia en la educación. La muestra estuvo constituida por 738 alumnos. Las dimensiones analizadas son: competencia docente, comportamiento ejemplar, personalidad y actitudes. Los hallazgos muestran que los estudiantes destacan como rasgos de la autoridad de sus docentes: 1) sus actitudes: sabe relacionarse con losestudiantes y no es excluyente, se interesa por cada alumno, busca la armonía y trato personal, 2) su dominio de la asignatura, el empleo de metodologías activas y su interés porque los alumnos aprendan; y 3) la personalidad del docente: es exigente, autoexigente e imparcial. Asimismo, sostienen que los maestros no tienen una conducta ejemplar, no son justos cuando sancionan, no respetan a los estudiantes y su conducta no es conforme aconsejan. De las correlaciones entre la autoridad docente y las actitudes de los alumnos, se concluye que las características del docente influyen en el comportamiento de los alumnos, en el clima del aula y en el rendimiento académico. The increase in indiscipline and school violence, the loss of teacher authority and the lack of civility in young people is worrisome. In order to search and analyse the causes and consequences of these events, this study aims to: 1) identify the features that characterise teachers’ authority according to students’ opinion; 2) determine what type of behaviours these characteristics generate in students; and 3) analyse the possible relationships between teaching authority and citizenship. The data collection instrument is the Teaching Authority and Coexistence Questionnaire, designed and validated by the Research Group on Indiscipline and Violence in Education. The sample consisted of 738 students. The dimensions that are analysed are: teaching competence, exemplary behaviour, personality and attitudes. The findings reveal that students remark the following features regarding their teachers’ authority: 1) their attitudes: they knowhow to relate to students, they participate in activities and they integrate all students, they are interested in all students, they seek harmony and treat each student on a personal level; 2) their mastery of the subject, the use of active methodologies and their interest in increasing students’ knowledge; and 3) the personality of the teachers: they are demanding, self-demanding and impartial. Other aspects students identify include the facts that teachers do not have an exemplary behaviour, they are not fair with their punishments, they do not respect all students and they do not behave as they ask students to behave. The correlations between teaching authority and the attitudes of the students reveal that the characteristics of the teacher influence students’ behaviour, classroom climate and academic performance.

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FENOMENA TA‘ZI>R DI PESANTREN (Analisis Psikologis dan Kelembagaan terhadap Penerapan Ta‘zi>r)

Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) ◽

10.15642/jpai.2015.3.2.304-322 ◽

2015 ◽

Vol 3 (2) ◽

pp. 304

Author(s):

Mo'tasim Mo'tasim

Keyword(s):

Boarding School ◽

Education Philosophy ◽

The Government ◽

The Right ◽

Forms Of Violence ◽

Violence In Education ◽

Bahasa Indonesia

Bahasa Indonesia:Adanya ta‘zi>r di pesantren merupakan sanksi yang diterapkan sebagai ganjaran untuk santri yang melanggar aturan, dalam upanya pencegahan agar tidak terjadi pelanggaran yang sama. Penerapan ta‘zi>r tentunya merupakan akibat dari perilaku santri yang tidak patuh terhadap apa yang ditetapkan di pesantren. Tulisan ini ditujukan untuk mengetahui adanya sejauh mana tindakan kekerasan anak dalam pendidikan di lembaga pesantren, dalam hal ini melalui ta‘zi>r. Di samping itu, hal ini dapat menjadi pintu masuk terhadap penelitian-penelitian yang lain yang akan membidik cara solutif dalam mengurangi dan dapat dimungkinkan secara jangka panjang dapat menghilangkan bentuk-bentuk kekerasan dalam pondok pesantren. Hal demikian dapat dilakukan apabila sejumlah kalangan baik pengelola pesantren, orang tua, pemerintah dan tokoh pesantren memiliki pemahaman yang memadai tentang hak anak (santri) untuk mendapatkan hak pendidikannya dengan cara yang humanis. Hal itu tidak terlepas dari filosofi pendidikan yang menempatkan anak didik (dalam hal ini santri) sebagai subjek pendidikan. English:Ta‘zi>r is a sanction imposed as a punishment for students who violate the rules which are stipulated in the pesantren. It aims to discourage students from doing the violation. This paper investigates the violence committed or so-called ta‘zi>r in the process of education at Islamic boarding institutions. Furthermore, it can be a fruitful area of conducting further researches on revealing the appropriate ways to reduce violence in education and to eliminate any forms of violence in the boarding school. However, to ameliorate the practice of violence in the boarding school can be achieved by supports from a number of people, including the boarding school managers, parents, the government, and Islamic scholars who have sufficient understanding of the students’ rights to gain the right education which adheres to humanistic principles. This definitely goes hand in hand with the education philosophy which regards students i.e. Islamic students as the education target.

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METODE TAQRIR SEBUAH PENDEKATAN YANG MENYENANGKAN

Jurnal Ilmiah Didaktika ◽

10.22373/jid.v13i1.461 ◽

2012 ◽

Vol 13 (1) ◽

Author(s):

Dicky Wirianto

Keyword(s):

John Dewey ◽

Islamic Education ◽

Educational Model ◽

Educational Theories ◽

The Us ◽

Interesting Approach ◽

Violence In Education ◽

Model Approach

This article explains about taqrir (evidence) as an interesting approach in attempting a method in Islamic education. The utilizing of the taqrir method which is adopted from some Qur’anic verses and text written in Arabic in Burhāni model approach as being designed by al-Jabiri and subsequently being developed in variety of the educational theories both from al-Ghazali and John Dewey, the US educational figure, would be contexctually in its application as it integrates Islamic education and progressive educational model. The violence in education is frequent occurs if the method being applied is inappropriate. Thus, violence being conducted is through forcing the courses to the students, where he or she does not wish for studying. Consequently, the knowledge being transferred could not be rest on his or her heart.

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An Alternative to Violence in Education

Peace and Conflict Studies ◽

10.46743/1082-7307/2018.1476 ◽

2018 ◽

Author(s):

Michelle Savard

Keyword(s):

Social Action ◽

Peace Education ◽

Fragile States ◽

Education Programs ◽

Program Success ◽

The Social ◽

Political Unrest ◽

Violence In Education ◽

Made In

It is imperative that transformative educators understand how education can be manipulated to serve political and authoritarian agendas and to recognize its subtle manifestations in order to reshape education for the purposes of fostering peace, cooperation and acceptance. Bush and Saltarelli (2000) assert that in its extremes, education can have “two faces”. It can be used as a tool to stimulate political unrest, foster hatred, justify violence and promote inequities; or in the case of peace education, facilitate the reconstruction of fragile states. Yet peace education programs continue to be criticized for their lack of rigorous evaluations largely by those demanding adherence to a positivist paradigm. This paper puts forward the conditions and a methodology that will increase the likelihood of program success and suggests that peace educators need to measure the social action taken by program recipients as well as gains made in knowledge, skills and attitudes.

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