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1 NEW APPROACHES IN EDUCATIONAL RESEARCH Vol. 2. No. 1. January 2013 pp ISSN: DOI: /naer Aims or purposes of school mediation in Spain María-Isabel Viana-Orta * Departamento de Educación Comparada e Historia de la Educación, Universidad de Valencia, Spain Received on 16 November 2012; revised on 16 November 2012; accepted on 10 December 2012; published on 15 January 2013 DOI: /naer ORIGINAL ABSTRACT Mediation continues to expand, both geographically and in terms of scope. Depending on its purpose, there are three main consolidated mediation models or schools worldwide: the Traditional-Linear Harvard model, which seeks to find an agreement between the parties; the Circular-Narrative model, which apart from the agreement also emphasizes communicational aspects; and the Transformational model, more focused on relational aspects between the parties than in the adoption of agreements. The aim of this study is to determine which is the goal or purpose of mediation, confining it to the school environment and to the Spanish context. A brief comparative study is presented to this end, in which the comparative units are all the Comunidades Autónomas [Autonomous Regions] that make up the Spanish territory (n = 17) and the variable compared is the aim or purpose of mediation in schools as established by all the regional rules on school life (n = 17) with the force of a decree. KEYWORDS: EDUCATION, CONFLICT RESOLUTION, EDUCATIONAL ENVIRONMENT, PEER MEDIATION, COMPARATIVE EDUCATION 1 INTRODUCTION Ever since its resurgence in the mid-20th century, mediation has continued to expand. It has extended geographically, reaching more and more countries and communities. It has also broadened its scope, and it currently covers almost all areas of human interrelations: families, schools, organizations, businesses, justice, politics, institutions, consumption, health, intercultural and international relations, communities... (Grover, 1996; Six, 1997; Martínez de Murguía, 1999; Fernández, Echeita Sarrionandia, Martín, Del Barrio Martínez, & Andrés, 2003; San Martín, 2003; Cánovas & Sahuquillo, 2007). Several reasons justify this quick expansion of mediation, of course, but three of them stand out from the rest: First of all, the good results obtained through mediating processes in other fields. Secondly, mediation has been able to attract the attention both of professionals from various fields (lawyers, politicians, psychologists, judges, pedagogues, educators, etc.), and of * To whom correspondence should be addressed: Universidad de Valencia Facultad de Filosofía y Ciencias de la Educación Departamento de Educación Comparada e Historia de la Educación C/ Avda. Blasco Ibáñez, Valencia Spain unschooled people. And, thirdly, its enormous educational potential to contribute to the full development of individuals and its understanding of human relationships from a perspective of equality, which ultimately turns it into a way of understanding the world i.e. into a true form of culture. In this sense, mediation could become a driving force for social change, as a number of authors have already pointed out (Six, 1997; Corbo, 1999; Boqué, 2003; Munné & Mac-Cragh, 2006; Redorta, 2007; Suares, 2008; García-Raga, Martínez-Usarralde, & Sahuquillo, 2012). In our opinion, which coincides with that of Suares (2008), different ways to settle disputes have been created and used throughout the history of humankind according to the values and beliefs that prevailed during each specific period. Additionally, that mediation is born -or reborn- together with a more egalitarian conception of the human being worldwide, despite all the work that still remains to be done (Suares, 2008). Relationships have been changing in every kind of interrelation (at the family household, at school...); instead of being essentially vertical, now they work in a more horizontal plane. Consequently, new forms of conflict management, more in line with that equity and that horizontal structure, are deemed necessary. Therefore, unlike what happens in purely adversarial forms of conflict resolution such as trials, where one side wins and the other one loses (inequality) and it is up to the judge to settle the conflict from a hierarchical position (verticality), the parties in mediation are co-protagonists of their conflicts ( empowerment works towards equality and power balance) and there is no such thing as a loser. Both parties win and take responsibility for their agreements (thus working in a horizontal plane) (Torrego, 2003; Calcaterra, 2006). But what is the aim or purpose of mediation? This question can only be answered through the knowledge of the different existing meditation models or schools. There are currently three consolidated models or approaches which stem from three distinct lines of thought (Boqué, 2003; Munné & Mac-Cragh, 2006; Calcaterra, 2006; Veiga, 2009): 1.1 The traditional-linear Harvard model This model is followed at Harvard s well-known business school hence its name and Roger Fisher and William Ury are its most outstanding representatives. It consequently comes from the fields of law and economics, and its main aim is to reach an agreement between the parties. This model is based on the linear causality of conflict (there is a cause for that conflict, namely: disagreement) and it pays attention to communication in its verbal dimension and understood in a linear way, but not to the NAER New Approaches in Educational Research2 Viana-Orta, M.I. / New Approaches in Educational Research 2(1) 2013, relational aspects between the parties (Ury, 1997; Fisher & Ertel, 2004; Bercoff, 2007; Fisher, Ury, & Patton, 2011). 1.2 Sara Cobb's circular-narrative model Its most important representatives are Sara Cobb and her disciples, with Marinés Suarnes standing out among them. This model focuses on communication, both in its verbal aspects (digital communication) and non-verbal aspects (analogue communication). Unlike the previous model, this one is based on a circular causality as it considers that there is not a single cause leading to a certain result, but rather a feedback loop underlying a circular causality. It draws on theories and techniques from other areas of social sciences such as Bateson and Watzlawick s communication theory, the systemic family therapy, cybernetics and Heinz von Foerster and Humberto Maturana s theory of the observer, Kenneth Gergen s social constructionism or Michael White s narrative conceptualizing. This model seeks to change the story that the parties bring with them to the conflict by building an alternative story, and to reach an agreement as well. Therefore, it pays attention both to relationships and to agreements (Suares, 2008). 1.3 Bush and Folger s transformative model The most relevant figures behind this model are Robert A. Baruch Bush and Joseph Folger, together with John Paul Lederach in the Mennonite context. This approach draws on psychology s humanist theory and on critical and social transformation approaches from the field of education, and focuses on the relational aspects rather than on the adoption of resolutions. It works mostly on achieving empowerment, understood as the recognition by the parties of their role as conflict protagonists. This will allow them to act in the mediation process, to recognise the other party as a coprotagonist in the conflict and to take responsibility for their actions. This approach is based on the new communication models and fully recognises circular causality. It could be described as the opposite model to the traditional-linear model, as it does not focus on the agreement but rather on the relationships (Bush & Folger, 1996; Lederach, 2000). Therefore, the different schools seek different aims. In the case of the traditional-linear model, the focus is on reaching an agreement; in the case of the circular-narrative mode, in addition to reaching an agreement, communication between the parties is an essential concern too; in the case of the transformative model, the object of mediation is not only the adoption of an agreement but also the relationship between the parties, since it tries to make them recognise the other party as having an equal role in the conflict and, at the same time, encourages them to take responsibility for their actions. Rather than having to choose one model or a mixture of them, it is more interesting to see how different models may be appropriate in different areas or for different types of conflicts. For example, the traditional-linear model is suitable for mediation in the business world, the circular-narrative model is mainly used in family conflicts, and the transformative model is the one that interests us most of all in education. In our view, mediation training as well as the use of mediation processes to resolve or transform school conflicts cannot be confined to achieving an agreement between the parties. Its purpose must go beyond obtaining an agreement as it must also work on improving communication between the parties and on preventing a deterioration of the relations between them. From its origins, mediation in the field of education has come from two different orientations: the movement for peace and justice and, in the field of academic educational psychology, the concept of cooperative learning (Van Slyck & Stern, 1996; Alzate, 1999; Halligan & Araiz, 1999; Johnson & Johnson, 1999; Viana, 2012). For us, school mediation performs a social function in the short, medium and long term. Its short-term role is to contribute to the resolution of a particular conflict, the medium-term function is related to its contribution to the acquisition and development of basic skills (BSs) by students (Viana, 2010); and, in the long run, mediation can be an engine of social change as suggested above. However, which is the aim of school mediation in Spain according to its regulations? The objective of our work is thus getting to know which is the aim or purpose of school mediation in Spain, as established by the different regional rules regulating school life, and to consider how close it is to any of the consolidated mediation models or schools described above. 2 MATERIALS AND METHODOLOGY The methodology used in this study takes the comparative method with a deductive nature as a starting point which, based on the model presented by G. F. Bereday and F. Hilker, then incorporated input from García Garrido, Ferrer or Martínez, amongst others (García-Garrido, 1990; Ferrer, 2002; Martínez, 2003). Therefore, the main phases of our comparative study are: description, juxtaposition and comparison. Our study draws a comparison between the Autonomous Regions (hereinafter, ARs) that make up the Spanish territory (n=17) and the variable compared was the aim or purpose of school mediation as established by their different current regional regulations. The information sources used were all the regional laws with the force of a decree (n=17) directly related to coexistence in Spanish schools which were in force at the time. These rules were approved between 1995 and 2011 and published in the corresponding official gazettes of each AR. 3 RESULTS AND DISCUSSION 3.1 Descriptive phase Once the education competences had been transferred from the Spanish central government to ARs, the latter started developing a normative framework to regulate school coexistence in their respective territories. Although in some cases school coexistence is also reflected in regulations with the force of a law, all regions have adopted decrees to regulate that area. In turn, these decrees are sometimes developed and completed with other low-level regulations such as orders and resolutions. The focus in this study will only be placed on regional rules with the force of a decree. Studying the regional decrees that regulate school life in Spain with regard to the aim or purpose of school mediation allowed us to obtain the following results for each region which are presented below Andalusia School life in this AR is regulated by Decree 19/2007, of 23 January, by which measures are adopted to stimulate the culture of peace and the improvement of coexistence in educational centres supported by public funds, with a specific and decisive 333 Aims or purposes of school mediation in Spain inclusion and regulation of school mediation. However, it is quite noticeable that a of school mediation is not provided by the Decree and neither does it specify which the aim or purpose of mediation should be Aragon In this case, the aim or purpose of school mediation is provided in the actual of mediation within Decree 73/2011, of 22 March, which establishes the Charter of Rights and Duties of education community members and the guidelines on school coexistence at non-university educational centres. Thus, it states that School Mediation is a form of conflict resolution which helps parties come to a satisfactory agreement by themselves through the impartial intervention of a third person (Art. 49.1) Asturias School coexistence in this AR is regulated by Decree 249/2007, of 26 September, which lays down students rights and duties and the coexistence rules of publicly funded non-university educational centres. This regulation expresses a clear commitment to mediation as an educational process to resolve certain coexistence conflicts and also includes its goal or purpose in the of mediation. It states that school mediation is a form of conflict resolution through the intervention of a third person, specially trained and impartial, in order to assist the parties in order to reach a satisfactory agreement on their own (Art. 29.1) Balearic Islands This AR is also committed to school mediation and regulates it in detail in Decree 121/2010, of 10 December, which establishes students rights and duties as well as the coexistence rules for publicly funded non-university educational centres. Its aim or purpose is also included in a which establishes that School mediation is a strategy of conflict resolution through the intervention of a third person, impartial and with specific training, in order to help the parties achieve a satisfactory agreement by themselves (Art. 34.1) Canary Islands This AR is also clearly committed to mediation in schools and establishes it in detail in Decree 114/2011, of 11 May, which regulates coexistence in the education system of the Canaries. This regulation specifically defines it as follows: Mediation: a conflict-management procedure. It is based on dialogue at a voluntary meeting between the parties and the mediator, who is not involved in the conflict and, acting in an impartial manner, helps them communicate. The aim is finding and deciding how to solve the problem that kept them in conflict in joint agreement between the parties. The agreement reached must be satisfactory to both parties (Art. 2.g). Therefore, the goal of mediation is to reach an agreement between the parties Cantabria Decree 53/2009, of 25 June, on the regulation of school life as well as the rights and duties of the educational community in this AR, fixes a coexistence model where mediation plays an important role in school conflict management. Its aim or purpose is included within the and establishes that School mediation is a conflict resolution method through the intervention of one or more impartial persons, called mediators, who help the parties obtain a satisfactory agreement on their own and contribute to students personal and social development, and to the acquisition, development, consolidation and enhancement of basic competences, especially the social and civic competence, the personal autonomy and initiative competence, and the linguistic communicative competence (Art. 40.1). As can be seen, this AR includes within the aim of mediation not just reaching an agreement between the parties but also its contribution to the acquisition, development and enhancement of basic competences. In our opinion, this must be the mediumterm task of school mediation Castile-La Mancha Decree 3/2008, of January 8, which regulates school coexistence in this AR, promotes the autonomy of schools together with the involvement of the educational community in the development of school coexistence regulations and on the development of preventive actions. Mediation is included among them as a dispute resolution system, and it is regulated in detail. It contemplates the practice of school mediation as a way to expedite the resolution of conflicts through consensus and negotiation and as a tool for personal growth (Art. 2.e). Its aim or purpose is included within the : School mediation is a conflict resolution method in which, through the impartial intervention of a third person, the parties receive help to reach a satisfactory agreement by themselves (Art. 8.1) Castile and Leon This AR incorporates mediation into its school coexistence regulations as a voluntary corrective measure for conflict resolution among peers and specifically regulates not only mediation but also the re-educative agreement processes in Decree 51/2007, of 17 May. The Decree lays down students rights and duties and the participation and commitment of families in the educational process, and also establishes the rules for coexistence and discipline in educational centres. This regulation mentions two types of actions to correct behaviour against coexistence: immediate actions and subsequent actions, among which mediation is included. First of all, this Decree provides a : Mediation is a way to address conflicts between two or more people with the help of a third person, called a mediator (Art. 42.1). After this, the decree clarifies that The main goal of mediation is to analyse the needs of the conflicting parties, by regulating the communication process in search of a satisfactory solution for everyone (Art. 42.2), and that its purpose is to reconcile people and, if necessary, to repair the damage caused (Art. 43.b). It is worth highlighting how the regulation specifically defines an aim for school mediation. At the same time, this aim refers to seeking a solution, but also to the way in which mediation analyses needs and "regulates the communication process", which brings it closer to the circular-narrative and transformative models. Along these lines, it explicitly states that the purpose of mediation is reconciliation between people and, if necessary, to repair the damaged caused. 344 Viana-Orta, M.I. / New Approaches in Educational Research 2(1) 2013, Table 1. Juxtaposition of all ARs Comparative units Specifies aim or purpose Aim or purpose ANDALUSIA No - ARAGON School mediation is a form of conflict resolution which helps parties reach a satisfactory agreement by themselves through the impartial intervention of a third person" ASTURIAS School mediation is a form of conflict resolution through the intervention of a third person, specially trained and impartial, in order to assist the parties to obtain for themselves a satisfactory agreement" BALEARIC ISLANDS CANARY ISLANDS CANTABRIA CASTILE-LA MANCHA CASTILE AND LEON CATALONIA VALENCIAN COMM. EXTREMADURA Yes Yes Yes GALICIA - (mediation is not regulated) LA RIOJA - (mediation is not regulated) MADRID - (mediation is not regulated) MURCIA - (mediation is not regulated) NAVARRA BASQUE COUNTRY "School mediation is a strategy of conflict resolution through the intervention of a third party, impartial and with specific training, in order to help the parties obtain by themselves a satisfactory agreement" The aim is finding and deciding how to solve the problem that kept them in conflict in joint agreement between the parties. The agreement reached must be satisfactory to both parties "School mediation is a conflict resolution method through the intervention of one or more impartial persons, called mediators, in order to help them obtain for themselves a satisfactory agreement and to contribute to the personal and social development of the students, and the development, acquisition, consolidation and enhancement of basic competences, especially the social and civic competence, the personal autonomy and initiative competence, and the linguistic communicative competence School mediation is a method of conflict resolution in which, through the impartial intervention of third person, the parties get help to reach a satisfactory agreement by themselves - "The main goal of mediation is to analyse the needs of the conflicting parties, by regulating the communication process in search of a satisfactory solution for all" - its purpose is to reconcile people and, if necessary, to repair the damage caused. "School mediation is a method of school conflict resolution through the intervention of a third person, specially trained and impartial, in order to help the parties reach by themselves a satisfactory agreement Mediation is a conflict resolution process that promotes democratic participation in the learning process, allowing an assumed and developed resolution to the conflict with the commitment of the parties" The main interest of mediation goes beyond the practical aspects of the agreement. The aim, in addition to reaching agreements, is to guide the relations so that the parties can express and articulate their needs and interests in a framework of mutual recognition and solution seeking." "School mediation is a conflict resolution method in which a person intervenes between two or more parties in conflict in order to help them find an agreement that is satisfactory to all parties" - (mediation is not regulated) Catalonia Decree 279/2006, of 4 July, on students rights and duties and the regulation of coexistence in non-university educational centres of this AR regulates school mediation in detail. Its aim or purpose is actually made explicit in the of mediation: School mediation is a school conflict resolution method that includes the intervention of a third person, specially trained and impartial, in order to help the parties reach by themselves a satisfactory agreement (Art. 23) Valencian Region Decree 39/2008, of April 4, on coexistence in publicly funded non-university educational centres and on the rights and responsibilities of students, parents, guardians, teachers and administrative staff, briefly regulates school mediation including its goal in the. Thus, it establishes that Mediation is a conflict resolution process that promotes democratic participation in the learning process, allowing an assumed and developed resolution to the conflict with the commitment of the parties" (Art. 7.1). As can be seen in the, in addition to conflict resolution, there is a reference to how mediation promotes democratic participation, which highlights certain aspects of mediation which are not strictly related to the adoption of an agreement Extremadura In this AR, Decree 50/2007, of 20 March, which establishes students rights and duties along with the coexistence rules in educational centres states that The main interest of mediation goes beyond the practical aspects of the agreement. The aim, in addition to reaching agreements, is to guide the relations so that the parties can express and articulate their needs and interests within a framework of mutual recognition and solution seeking (Preamble). Therefore, the goal is not just to reach an agreement, 355 Aims or purposes of school mediation in Spain as there is also a reference to communication and relationship issues Galicia This AR chose to normalise school life using a regulation with the force of law such as Law 4/2011, of June 30, on the coexistence and participation of the educational community, and there is still no implementing decree approved to develop it. At the same time, it applies Royal Decree 732/1995, of May 5, on students rights and duties and the coexistence regulations for educational centres -issued by the Ministry- in everything that does not contradict the provisions contained in Law 4/2011. In any case, none of these rules regulates school mediation La Rioja Decree 4/2009, of September 8, which lays down the procedure to prepare and approve the Coexistence Plan for non-university educational centres in this AR, does not regulate school mediation even though it refers to mediation on several occasions. There is, however, no reference whatsoever to which the aim or purpose of mediation should be Madrid Decree 15/2007, of 19 April, which establishes the regulatory framework for coexistence in the educational centres of this AR, does not regulate school mediation or mention it explicitly. This lack of regulation is surprising, as Madrid was one of the pioneering ARs implementing school mediation programs, together with the Basque Country and Catalonia (Alzate, 1999; Torrego, 2003; Llibre Blanc de la Mediació en Catalunya, 2010) Murcia In Decree 115/2005, of 21 October, which lays down the coexistence rules for publicly funded educational centres in this AR, there is no explicit mention to school mediation and, consequently, to its aim or purpose Navarre In this AR, Foral Decree 47/2010, of 23 August, on students rights and duties and the coexistence in public and state-assisted private non-university educational centres does regulate mediation in detail and includes its aim or purpose in the. Thus, it establishes that School mediation is a conflict resolution method in which a person intervenes between two or more parties in conflict in order to help them find an agreement that is satisfactory to all parties (Art. 8.2) Basque Country Decree 201/2008, of December 2, on students rights and duties in non-university educational centres contains no express references to school mediation. The same as in the case of Madrid, this lack of regulation is striking, since the Basque Country was precisely the first AR to implement a school mediation programme in Spain. (Uranga, n.d.). 3.2 Juxtaposition phase and juxtaposition conclusions Juxtaposition phase Table 1 shows us all of the ARs juxtaposed (n = 17); whether each of them specifies or not which the aim or purpose of school mediation should be; and finally, if applicable, which that aim or purpose is Juxtaposition conclusions Our analysis shows that 29.41% of ARs (n=5) do not regulate school mediation in their coexistence rules and, therefore, do not establish which its goal or purpose should be. These ARs are: Galicia, La Rioja, Madrid, Murcia and the Basque Country. Among the remaining 70.59% (n= 12), i.e. those ARs which do regulate school mediation in their regional regulations on school life: 5.88% (n=1) do not specify the aim or purpose of school mediation. This is the case of Andalusia % (n= 7) consider that the aim of mediation is to allow the parties involved to reach a satisfactory agreement by themselves. These ARs are: Aragon, Asturias, Balearic Islands, Canary Islands, Castile-La Mancha, Catalonia and Navarre. For 23.53% (n=4) of ARs, the aim of mediation goes beyond the adoption of agreements, since other aspects associated with communication and personal relationships are stressed as well. This group of ARs includes: Cantabria, Castile and Leon, Valencian Region and Extremadura. The case of Cantabria deserves a special mention, as it is interesting to see that this AR includes among the aims of school mediation its contribution to the development of basic competences. As explained above, this view is fully shared by us. 4 CONCLUSIONS Firstly, it may be concluded that school mediation is expanding in Spain, where 70.59% (n=12) of ARs specifically regulate it in their school coexistence rules. Only 29.41% (n=5) of ARs still do not support it in their regulations. This last detail becomes particularly significant, as two of the three pioneering ARs in the implementation of school mediation programs in Spain are to be found in this group. Such was the case of the Basque Country, Catalonia and Madrid in 1993, 1996 and 1997, respectively. Of these, only Catalonia supports mediation in its legislation. Secondly, 41.18% (n=7) of ARs bring school mediation closer to the traditional-linear Harvard model as they establish that its only aim is reaching a satisfactory agreement for both parties. Thirdly, only 23.53% (n=4) of ARs acknowledge that the aim of school mediation must go beyond reaching an agreement between the parties and also stress aspects linked to communication and personal relationships, which brings mediation closer to the circular-narrative and transformative models. There is a clear need to keep expanding the aims of school mediation beyond the adoption of agreements, since the involvement in a mediation process entails a series of vital and significant learning experiences related to the development of personal and social competences, which are essential to the 366 Viana-Orta, M.I. / New Approaches in Educational Research 2(1) 2013, formation of active and responsible citizens, regardless of whether an agreement is reached or not for a specific conflict. If this is a common idea in mediation in any field, it becomes even more meaningful in the case of school mediation because the users of these services are mostly children and young adults undergoing a process of personal and social development. REFERENCES Alzate, R. (1999). Enfoque global de la escuela como marco de aplicación de los programas de resolución de conflictos. In F. Brandoni (Comp.) (1999), Mediación escolar. Propuestas, reflexiones y experiencias (pp ). Buenos Aires: Paidós. Bercoff, M. A. (2007). El arte de la negociación. El método Harvard en 10 preguntas. Bilbao: Deusto. Boqué, M. C. (2003). Cultura de mediación y cambio social. Barcelona: Gedisa. Bush, R. A. B., & Folger, J. P. (1996). La promesa de la mediación. Cómo afrontar el conflicto a través del fortalecimiento propio y el reconocimiento de los otros. Barcelona: Granica. Calcaterra, R. A. (2006). Mediación estratégica. Barcelona: Gedisa. Cánovas, P., & Sahuquillo, P. (2007). La mediación familiar. In R. López (2007), Las múltiples caras de la mediación. Y llegó para quedarse...(pp ). Universitat de València: València. Corbo, E. (1999). Mediación: cambio social o más de lo mismo? In F. Brandoni (Comp), Mediación escolar. Propuestas, reflexiones y experiencias (pp ). Buenos Aires: Paidós. Fernández, I., Echeita Sarrionandia, G., Martín, E., Del Barrio Martínez, C., & Andrés, S. (2003). La intervención para la mejora de la convivencia en los centros educativos: modelos y ámbitos. Infancia y Aprendizaje. Journal for the Study of Education and Development, 26(1), doi: / Ferrer, F. (2002). La educación comparada actual. Barcelona: Ariel. Fisher, R., & Ertel, D. (2004). Obtenga el sí en la práctica. Barcelona: Gestión Fisher, R., Ury, W., & Patton, B. (2011). Obtenga el sí. El arte de negociar sin ceder. Barcelona: Gestión García-Garrido, J. L. (1990). Fundamentos de la Educación Comparada. Madrid: Dykinson. García-Raga, L., Martínez-Usarralde, M. J., & Sahuquillo, P. (2012). Hacia una cultura de convivencia. La mediación como herramienta socioeducativa. Cultura y educación, 24(2), Gobierno de Andalucía. Decreto 19/2007, de 23 de enero, por el que se adoptan medidas para la promoción de la Cultura de Paz y la Mejora de la Convivencia en los Centros Educativos sostenidos con fondos públicos (BOJA nº 25, ) (Corrección de errores, BOJA nº 54, ). Gobierno de Aragón. Decreto 73/2011, de 22 de marzo, del Gobierno de Aragón, por el que se establece la Carta de derechos y deberes de los miembros de la comunidad educativa y las bases de las normas de convivencia en los centros educativos no universitarios de la Comunidad de Aragón (BOA nº 68, ). Gobierno de Asturias. Decreto 249/2007, de 26 de septiembre, por el que se regulan los derechos y deberes del alumnado y normas de convivencia en los centros docentes no universitarios sostenidos con fondos públicos del Principado de Asturias (BOPA nº 246, ). Gobierno de Baleares. Decreto 121/2010, de 10 de diciembre, por el que se establecen los derechos y los deberes de los alumnos y las normas de convivencia en los centros docentes no universitarios sostenidos con fondos públicos de las Illes Balears (BOIP nº 187, ) Gobierno de Canarias: Decreto 114/2011, de 11 de mayo, por el que se regula la convivencia en el ámbito educativo de la Comunidad Autónoma de Canarias (BOC nº 108, ) Gobierno de Cantabria: Decreto 53/2009, de 25 de junio, que regula la convivencia escolar y los derechos y deberes de la comunidad educativa en la Comunidad Autónoma de Cantabria (BOC nº 127, ) Gobierno de Castilla-La Mancha: Decreto 3/2008, de 8 de enero, de la Convivencia Escolar en Castilla-La Mancha (DOCM nº 9, ) Gobierno de Castilla y León: Decreto 51/2007, de 17 de mayo, por el que se regulan los derechos y deberes de los alumnos y la participación y los compromisos de las familias en el proceso educativo, y se establecen las normas de convivencia y disciplina en los centros educativos de Castilla y León (BOCyL nº 99, ) (Corrección de errores, BOCyL ). Gobierno de Cataluña: Decreto 279/2006, de 4 de julio, sobre derechos y deberes del alumnado y regulación de la convivencia en los centros educativos no universitarios de Cataluña (DOGC nº 4670, ) Gobierno de la Comunidad Valenciana: Decreto 39/2008, de 4 de abril, del Consell, sobre la convivencia en los centros docentes no universitarios sostenidos con fondos públicos y sobre los derechos y deberes del alumnado, padres, madres tutores o tutoras, profesorado y personal de administración y servicios (DOCV nº 5738, ) Gobierno de Extremadura: Decreto 50/2007, de 20 de marzo, por el que se establecen los derechos y deberes del alumnado y normas de convivencia en los centros docentes sostenidos con fondos públicos de la comunidad autónoma de Extremadura (DOE nº 36, ) Galicia: Real Decreto 732/1995, de 5 de mayo, sobre derechos y deberes de los alumnos y normas de convivencia en los centros (BOE nº 131, ) Gobierno de La Rioja: Decreto 4/2009, de 23 de enero, por el que se regula la convivencia en los centros docentes y se establecen los derechos y deberes de sus miembros (BOR nº 13, ) Gobierno de Madrid: Decreto 15/2007, de 19 de abril, por el que se establece el marco regulador de la convivencia en los centros docentes de la Comunidad de Madrid de 19 de marzo de 2007 (BOCM nº 97, ) Gobierno de Murcia: Decreto 115/2005, de 21 de octubre, por el que se establecen las normas de convivencia en los centros docentes sostenidos con fondos públicos que imparten enseñanzas escolares (BOM, nº 252, ) Gobierno de Navarra: Decreto Foral 47/2010, de 23 de agosto, de derechos y deberes del alumnado y de la convivencia en los centros educativos no universitarios públicos y privados concertados de la Comunidad Foral de Navarra (BON nº 116, ) Gobierno del País Vasco: Decreto 201/2008, de 2 de diciembre, sobre derechos y deberes de los alumnos y alumnas de los centros docentes no universitarios de la Comunidad Autónoma del País Vasco (BOPV nº 240, ) Grover, K. (1996). Introducción a los Programas de Mediación Comunitaria: pasado, presente y futuro. In K. Grover, J. Grosch & P. Olczak (Eds.), La mediación y sus contextos de aplicación. Una introducción para profesionales e investigadores (pp ). Barcelona: Paidós Ibérica. Halligan, J., & Araiz, R. (1999). Los beneficios y desafíos de la aplicación de currículos para la Resolución de Conflictos en las escuelas. In F. Brandoni (Comp.), Mediación escolar. Propuestas, reflexiones y experiencias (pp ). Buenos Aires: Paidós. Johnson, D. W., & Johnson, R. T. (1999). Los alumnos como pacificadores: cómo enseñar a los estudiantes a resolver conflictos. En F. Brandoni (Comp.), Mediación escolar. Propuestas, reflexiones y experiencias (pp ). Buenos Aires: Paidós. Lederach, J. P. (2000). El abecé de la paz y los conflictos. Educación para la paz. Madrid: Los Libros de la Catarata. Llibre Blanc de la Mediació en Catalunya (2010). Retrieved from Martínez de Murguía, B. (1999). Mediación y resolución de conflictos. Una guía introductoria. México, D. F.: Paidós. Martínez Usarralde, M. J. (2003). Educación comparada. Nuevos retos, renovados desafíos. Madrid: La Muralla. Ministerio de Educación. Real Decreto 732/1995, de 5 de mayo, sobre derechos y deberes de los alumnos y normas de convivencia en los centros (BOE nº 131, ). Munné, M., & Mac-Cragh, P. (2006). Los 10 principios de la cultura de mediación. Barcelona: Graó. Redorta, J. (2007). Entender el conflicto. La forma como herramienta. Barcelona: Paidós Ibérica. San Martín, J. A. (2003). La mediación escolar. Un camino para la gestión del conflicto escolar. Madrid: CCS. Six, J. F. (1997). Dinámica de la mediación. Barcelona: Paidós Ibérica. Suares, M. (2008). Mediación. Conducción de disputas, comunicación y técnicas. Buenos Aires: Paidós. Torrego, J. C. (Coord.) (2003). Mediación de Conflictos en instituciones educativas. Manual para la formación de mediadores. Madrid: Narcea. Ury, W. (1997). Supere el no. Cómo negociar con personas que adoptan posiciones inflexibles. Barcelona: Gestión7 Aims or purposes of school mediation in Spain Ury, W. (2007). El poder de un no positivo. Cómo decir no y sin embargo llegar al sí. Barcelona: Granica. Van Slyck, M., & Stern, M. (1996). La resolución del conflicto en marcos educativos: evaluación de impacto de los programas de mediación paritarios. In K. Grover, J.W. Grosch & P.V. Olczad, La mediación y sus contextos de aplicación. Una introducción para profesionales e investigadores (pp ). Barcelona: Paidós Ibérica. Veiga, R. (2009). Entrenando a entrenadores en mediación escolar. Guía práctica para la formación de mediadores. Denia: Acuerdo Justo. Viana, M. I. (2010, Noviembre). Aportación de la mediación escolar a la adquisición de las competencias básicas. Comunicación presentada al I Congreso Internacional Reinventar la profesión docente. Nuevas exigencias y escenarios en la era de la información y la incertidumbre. In A. Parilla & M. López (Coords.), La formación de los docentes y el currículum escolar: la atención a la diversidad y formación para la convivencia (pp ). Málaga: Servicio de Publicaciones de la Universidad de Málaga. Viana, M. I. (2012). La mediación en el ámbito educativo en España. Estudio comparado entre Comunidades Autónomas. Valencia: Servicio de Publicaciones de la Universitat de València. Xunta de Galicia: Ley 4/2011, de 30 de junio, de convivencia y participación de la comunidad educativa (DOG nº136, ). 38 Mostrar más
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