This book focuses on the development of positive and fraternal coexistence in schools, which helps to generate a proactive attitude between people. It is divided into two parts, both a blend of theory and practice and which include suggestions of how to improve coexistence at schools, not only between students but also teaching staff and families.
The first part of the book is a general reflection on the value of coexistence, what it means, situations that undermine coexistence, the world of conflict, general strategies to address problems and the authority of teachers.
The second part of the book is eminently practical and proposes eight specific forms of intervention: positive rules of coexistence; management of the classroom; coexistence planning; planning for the success of all students; developing
interpersonal intelligence; the peaceful transformation of conflicts; engagement of both students and families; and
service-learning.

CONTENTS EXTRACT

I. DELVING INTO COEXISTENCE
1. Why is it necessary to promote coexistence?
2. What is coexistence? Conflict, the ever-present element in coexistence.
3. Situations that break coexistence: bullying and cyberbullying. Disruptive behaviours, gender-based violence.
4. The dominant-submissive model and the coexistence model based on rights.
5. From a reactive to a proactive model of coexistence.
6. Authority or power? The rule of the teacher’s authority.

II. WAYS OF PROMOTING COEXISTENCE
7. Rules for positive coexistence.
8. Management of the classroom: communication, interactions.
9. The Coexistence Planning, its elements.
10. The scholastic success plan: five basic strategies.
11. Development of interpersonal intelligence.
12. The management and peaceful transformation of conflicts.
13. The central role of students and families.
14. Addressing human and community needs: service-learning.
References

Pedro Mª Uruñuela is a true expert, with extensive experience in the development of creative and alternative proposals regarding coexistence issues. His collaboration with the team at Asociación Convives, his active involvement in the pedagogical renewal movement and his contribution and advice to schools that have needed him to help improve coexistence processes all add to his credibility and authority as he now publicly presents his work in this book.