Characteristics of the Dialogic Model of Prevention and Resolution of Conflicts That Help Address Gender Violence in the School Context: Case Studies Analysis of Its Implementation and Impact in Primary and Secondary Schools

Abstract

The problem of gender violence is reaching girls at an early age. The school is one context where gender violence occurs and is also a context where it can be promoted or addressed. The dialogic model of prevention and resolution of conflicts (DMPRC) has been demonstrated to improve coexistence and reduce violence and conflict in the school context. However, the way this dialogic model of coexistence contributes to addressing the issue of gender violence in schools has not yet been studied in depth. Four case studies of primary and secondary schools implementing DMPRC were conducted to analyse how the DMPRC contributes to preventing, reducing, and/or overcoming gender-based violence, as well as which specific characteristics contribute to it. The results show that bystander intervention and family and community participation are two key components of the DMPRC that facilitate the identification of situations of gender violence, a more active stance in front of these situations, and ultimately their reduction. These findings align with those of previous research that had identified bystander intervention and a community perspective as characteristics of effective interventions to address gender-based violence in the school context.