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Ashurova M.O. Conflictology in pedagogy. Eurasian Academic Horizons. 2024; 1(4). Available at: https://eahjournal.ru/PDF/02EAH424.pdf (in Russian).
Conflictology in pedagogy
Ashurova Makhdiyakhon Odilkhonovna
Tashkent, Uzbekistan
E-mail: ashurovamahdiya@gmail.com
Abstract. This article offers a clear and practical approach to managing conflict in the school environment, with a particular focus on the educational realities of Uzbekistan. It helps educators, students, and parents understand how to transform disputes into opportunities for growth and harmony. It begins by explaining why conflicts are an integral part of school, whether they involve disagreements between students, misunderstandings with parents, or tension over grades. It takes into account Uzbek traditions, such as respect for elders and the value of collectivism, which shape approaches to dispute resolution.
Next, it examines the causes of conflict: psychological stress, inflated self-esteem, and a lack of resources, particularly in rural schools in Uzbekistan. Particular attention is paid to how cultural norms, such as teacher authority, influence communication. The third section offers specific tools — from mediation to restorative practices — that can be adapted to local traditions, including involving parents in peaceful resolution. Finally, the article shares ideas for conflict prevention: creating an open classroom atmosphere, training teachers in communication skills, and engaging families in school life. Drawing on research and real-world experience, the author provides recommendations for mindful conflict management, demonstrating how it can build trust, improve academic performance, and create a welcoming school community where everyone feels heard.
Keywords: conflictology; pedagogy; conflict management; educational environment; mediation; restorative practices; Uzbek cultural context; emotional literacy; school community; conflict prevention
This work is licensed under a Creative Commons Attribution 4.0 License.
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