Healing culture and feminist pedagogies
In the current educational system, we must rethink the school paradigm. Discard the traditional approach based on penal measures and question the effectiveness and ethics of some practices used for a long time as an instrument to maintain the order and discipline of students: sanction, expulsion or opening of dossiers. And honestly, for that we have police stations, courts and jails -- clasists, machists and racists, by the way.
It is true that every day teachers face very different challenges, but they are also affected by the excessive incorporation of penal measures in classrooms. The continued application of punishments causes stress, emotional exhaustion and professional exhaustion, many of which feel trapped in an educational system that reduces resources and puts the discipline first to the integral well-being of students and faculty.
But punishment is not always the most effective or ethical (and less pedagogical) solution to address behavioural problems and promote a positive and resilient climate. In fact, the excessive use of penal measures in educational areas can not only generate resentment and alienation among students, but can also have negative effects on their emotional well-being and academic development.
Instead of imposing sanctions, it is about giving tools and helping students take responsibility for their actions.
And we know that many times disruptive behaviors are expressions of the underlying needs: structural inequalities, family problems, wanting to integrate into the peer group through gender-based behaviors, learning disabilities, or barriers to mental and affective health...
Punitive measures are also often unfair and discriminatory. And often, students from some demographic groups, like the reasoned or the disabled, discipline them disproportionately with respect to their peers. This reflects and reinforces the structural inequalities existing in society, denying these students the right to equitable education.
Hence the need for feminist and intersectional pedagogies that seek prevention as a tool to focus and resolve conflicts, questioning the elements that perpetuate cycles of inequality and exclusion. As well as regulatory and disciplinary school structures based on the homogeneity and competitiveness of students.
Instead of imposing punishment, it is about giving tools and helping students to take responsibility for their actions and resolve (or not) conflicts from a Community perspective.
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