The Institutional Pedagogy, founded by Fernand Oury following Célestin Freinet, aims at creating a democratic environment in the school, with clear rules and channels to discuss critical issues. The institutional pedagogy is embodied in various techniques such as providing pupils with a space to express themselves freely, and classroom councils. Pupils with greater competences in a specific area are encouraged to help those whose competence is less developed. Cooperative methods are also important in this approach.
A good practice: Pupils’ participation in Léon Jouhaux School
Learning Communities is a project based on a range of educational activities aimed at social and educational transformation. This model bears in mind theories that highlight two key factors for learning in today’s society: interaction and community involvement. The Learning Communities involve all of the people that can directly or indirectly influence the learning and development of students. These communities are put together based on dreams and how to convert them into actual projects for the School and its members.
More information: Learning Communities
A good practice: EBM Cappont
The purpose of NVC is to strengthen the ability to reach a deeper and mutual understanding of needs, which fosters respectful dialogue and co-operation. By practicing NVC, people can learn and clarify what they are observing, their personal feelings, the values they want to live by, and their expectations, both individual and in relation to others. A language of blame, judgment or domination will no longer be needed. People experience the need to contribute to one another’s well-being. The NVC process is relevant to all stages of conflict.
More information: The Center for Nonviolent Communication
A good practice: Skolande
Restorative approach regards relationship as fundamental both to build a sense of community, and to resolve bullying or severe conflict. Restorative approach includes restorative justice, consisting of formal or informal responses to wrongdoing after it occurs, and also the use of informal and formal processes that precede wrongdoing, those that proactively build relationships and a sense of community to prevent conflict and wrongdoing.
More information: International Institute for Restorative Practices
The WSPE approach starts with the premise of positive peace, and a broad interpretation of violence as a concept (including cultural and structural violence). It stresses the need to overcome any hidden curricula with five elements: Building adult-child relationships based on care and appreciation; Creating class-groups where peer relationships are based on appreciation and equality (provention, etc.); Using teaching methods that promote social interaction and personal autonomy; Stressing the curriculum contents linked to coexistence and peace; and creating democratic and nonviolent school structures (student assemblies, faculty coordination, etc.).
A good practice: Escola Marina