Situated and Critical Learning for Mediation and a Culture of Peace in Higher Education

An Innovative experience in the Cañada Real Galiana (Madrid, Spain)

Dados Bibliográficos

ID6017971
AutoresAna Isabel Corchado-Castillo (0000-0002-8796-7999), Marta Blanco Carrasco (0000-0002-5000-7310), Aura M Morales Cabrices (0009-0007-0832-7912)
Ano2025
Volume32
Fascículo2
Páginas427-454
Data de publicação2025-07-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAlternativas Cuadernos de trabajo Social (JOURNAL)
Identificadores do periódicoISSN: 1989-9971 • E-ISSN: 1133-0473
EditoraUniversidad de Alicante Servicio de Publicaciones (PUBLISHER)
DOI10.14198/altern.26485
OpenAlexW4411900344
IdiomaEN
Referências citadas42

Introduction. This article presents an innovative experience carried out by the Dispute Resolution Laboratory at the Universidad Complutense de Madrid (DRLab), aimed at promoting research-based and situated learning in the field of community mediation and conflict management. The academic objectives were to introduce students to a pedagogical approach combining Research-Based Learning (RBL), Situated Learning (SL), and reflective practice through Ken’s Book (BoK), enhancing critical thinking and autonomous learning. Additionally, the activity sought to introduce students to research processes in contexts of inequality and to assess their knowledge and reflection. Methodology. An interdisciplinary and international network of faculty, students, and professionals from the Asociación Barró designed and implemented a teaching strategy linking research and practice. The fieldwork was conducted in the Cañada Real Galiana, where students explored both the realities of families and the mediation practices used by the association. Experiential learning was promoted through the “Walking with (us)others”, a Jane’s Walk-inspired activity, and reflective writing through the BoK. Results. Students assumed the role of researchers during the preparatory phase in class and the subsequent implementation of the activity, applying analytical categories agreed to while enriching their perspectives through direct experience. The association’s mediation model was identified as a key reference point for professional practice. BoK entries reflected deep levels of critical thinking, aligned with Swartz’s (2004) five forms: complexity, flexibility, multiple perspectives, self-reflection, and insightfulness. Discussion. The study demonstrates how combining RBL and SL fosters student engagement through inquiry, social immersion, and interaction with real conflicts. Skills such as problem-solving, data analysis, and communication were strengthened. BoK proved to be a valuable tool for connecting personal insights with academic and professional development. Conclusions. This experience reflects a shift from traditional university teaching to socially embedded learning. It redefines the roles of educators, practitioners, and students, highlighting the importance of university–practice alliances in building critical competencies for community mediation and fostering a culture of peace

Class (philosophy · Critical thinking · Experiential learning · Mathematics education · Mediation · Pedagogy · Situated · Situated learning · Social science · Sociology · Computer Science · Education and Critical Thinking Development · Problem and Project Based Learning · Psychology · Reflective Practices in Education