This chapter explores the building of trust in interactions within the education system. Moving away from the distinction between confidence and trust, which highlights their differentiated and complementary functions in modern society, the analysis focuses on the controversial importance of expertise and interpersonal closeness in building trust in education and in conditions of distrust. The chapter presents an empirical analysis of videotaped interactions in the context of peace education activities with international groups of adolescents', in order to examine the design of facilitators' actions that can promote a trusting commitment. In particular, the analysis highlights the cultural presuppositions which can support adolescents' trusting commitment in relationships with facilitators. This chapter offers both a theoretical contribution and examples of practices of trust building in educational situations which facilitation of communication processes substitutes teaching of knowledge and norms.
|Title of host publication||Participation, Citizenship and Trust in Children’s Lives|
|Place of Publication||London|
|Publisher||Palgrave Macmillan Ltd.|
|Number of pages||22|
|ISBN (Print)||9780230302648, 9781349337668|
|Publication status||Published - 11 Jan 2013|
- Educational interactions
Farini, F., & Baraldi, C. (2013). Trust and Facilitation in Educational Interactions. In H. Warming (Ed.), Participation, Citizenship and Trust in Children’s Lives (1st ed., pp. 132-153). Palgrave Macmillan Ltd..