Ernesto Barros André and Anabel Moriña
The purpose of this research is to examine the origins of conflicts, as perceived by the larger school community, in a public school in the context of Angolan community.
Abstract
Purpose
The purpose of this research is to examine the origins of conflicts, as perceived by the larger school community, in a public school in the context of Angolan community.
Design/methodology/approach
To gather data for the research, a qualitative methodology was used, with semi-structured group interviews. A selection of 167 individuals, including teachers, students and family members, was made for the purpose of data collection through interviews. The data were analyzed through a content analysis method using Maxqda 12.
Findings
The research revealed that the most relevant conflicts in the school context were related to a lack of compliance by the teachers to professional standards and the code of conduct required by the educational institution for teachers and the teachers’ lack of respect for the institutions’ ethical-deontological standards. The research also showed that the undisciplined behavior of the students, the poor quality of family life and a lack of parental supervision and guidance (involvement) play a huge part in the ongoing conflicts in the larger context of the school community.
Originality/value
Much research on school conflicts is based on school violence and student bullying. Labor disputes between teachers or between teachers and the school board are still analyzed. In this research, the particularity is a matter of seeing the conflicts of the school community involving parents and guardians.
Details
Keywords
B. Mythiri, S. Anjana Krishna and V.K. Karthika
This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the…
Abstract
Purpose
This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom.
Design/methodology/approach
This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.
Findings
The results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom.
Social implications
Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.
Originality/value
Inclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.