Relationen är kunskapens moder. En kvalitativ studie om lärare som kränker elever

• Main Author: Olsson, Nina
• Format: Others
• Language: Swedish
• Published: Malmö högskola, Fakulteten för hälsa och samhälle (HS) 2011
• Subjects: annan kräkande behandling; diskrimineringslag; elev; Jesper Juul; lärare; relationskompetens; skola; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25427

According to reports from the department of education the majority of school children consider school as a place for happiness, security and development. However, one of ten children experience cruelty and abuse on a daily basis and research shows that children are more often violated by their teachers rather than their peers. In year 2006 legislature decided that school children needed to be protected from the harmful abuse and bullying from other children as well as their teachers. Despite the law approximately 50 000 children are the victims of adult abuse in school every year. Meanwhile science also proves that teachers dare not, for different reasons, confront colleagues when witnessing violations of children. As a social worker I pondered about how this effected children growing up and if there was any correlation between teacher abuse and future deviant behavior and alienation. Due to the brief time frame this study only aims to describe the phenomena of teachers who violate their students. By asking adults working with children about their comprehension of abuse, children and school environment, but also what would improve relations between teachers and students, I tried to explain the matter. My result shows that the question was not easily answered but implied that several causes most likely interacted with one another. All informants condemned teachers violating their students but suggested the behavior be accounted for as an outcome of a single person overwhelmed by stress and failing to perform professionally. My chosen theory by Juul and Jensen explains competence at establishing positive relations between children and adults not only as a way to prevent violations of children but also as way of improving learning and structurally humanizing school.