De la tensiune la coeziune: fenomenologia conflictului în contextul educației incluzive
From tension to cohesion: the phenomenology of conflict in the context of inclusive education

Author(s): Angela CHIROȘCĂ
Subject(s): Social Sciences
Published by: Biblioteca Ştiinţifică a Universităţii de Stat Alecu Russo
Keywords: inclusive education; educational conflict; phenomenology; culture of diversity; reflective management; empathetic leadership
Summary/Abstract: The article explores the connection between the phenomenology of conflict and inclusive education, analyzing how diversity in schools generates tensions, but also opportunities for cohesion. In phenomenological logic, conflict is not just a problem to be solved, but a lived experience that gains meaning through the interpretations of educational actors. Inclusiveeducation, aimed at integrating all students, brings to the fore managerial, pedagogical, and relational challenges: from differences in perceptions and expectations to difficulties in communication and curricular adaptation. At the same time, it offers the possibility of developing a reflexive organizational culture, where diversity becomes a factor of pedagogical innovation and solidarity. The paper proposes a phenomenological reading of conflict in inclusive schools and identifies managerial solutions capable of transforming tensions into formative resources.

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