En skolas implementering av kamratmedling

Abstract

This article is based on a two-year ethnographic field study at a school in Malmö, Sweden. The study focused on peer mediation, examining several methods and angles of approach. Peer mediation means that pupils manage their conflicts, based on theories of restorative justice, which means that the mediation is intended to restore a “damaged” relationship. Peer mediation has no elements of punishment. Since my findings showed, among other things, that peer mediation reduced the climate of conflict in the school, prevented bullying, and strengthened the pupils’ competence and agency, I have chosen in this text to elucidate the school’s implementation of peer mediation. The theory of restorative justice has six important principles that should be satisfied when peer mediation is introduced in a school: the level of conflict in the school should be analysed before mediation is introduced; the school principal should support the introduction and organization of peer mediation; school staff should be encouraged to participate in the mediation; there should always be a holistic view so that the mediation programme harmonizes with the school’s ideology, pedagogy and organization; the work should be subject to long-term planning if it is to be sustainable; and the people involved should be aware that an implementation process takes time. These principles and the dilemmas connected with peer mediation and these are highlighted in the article.