Opening up participatory spaces: a way of rethinking school practices linked to territory

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2021-04-03 DOI:10.1080/00131881.2021.1914514
Auxiliadora Sales, T. Aguado, J. Lozano, Lucía. Pellejero
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引用次数: 2

Abstract

ABSTRACT Background For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion. Method Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques. Findings Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory. Conclusions : Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.
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开放参与空间:一种重新思考与领土相关的学校实践的方式
摘要背景要想让教育以包容和跨文化原则为基础,就需要将学校重新定义为一个与其领土紧密相连、能够成为社会变革推动者的机构。作为探索民主参与社会变革进程的更广泛项目的一部分,本文报告了一项研究,该研究支持学校通过学校参与行动研究(标准杆数)项目审查和重新制定其教育实践。目的本研究旨在支持参与学校通过使用参与式社会诊断(PSD)策略来检查、审查和转变实践。特别是,它旨在探索私营部门司的做法如何能够审查与领土有关的做法,鼓励变革性参与,实现包容性。方法通过在西班牙不同地区的四所婴儿(3至6岁学生)和小学(6至12岁学生)的参与性项目,制定案例研究,以考察每个案例中的参与和社区建设。使用内容分析技术对包括焦点小组会议记录在内的数据进行了转录和定性分析。在四个案例研究中,分析表明,以各种方式,空间和时间是为了共同反思而创造的,参与式技术产生了整个社区都可以使用的创造性形式,有助于实践的分析和转变。研究结果表明,标准杆数技术促成了一种参与手段,导致了知识的流通和集体生产过程,从而能够重新思考包容和领土问题。结论:我们的小规模深入研究强调了开放参与空间对社区、社会变革和领土概念的影响。这项研究可能会为未来的研究人员和学校社区提供见解,他们有着类似的目标,即改变教育实践,从包容性和跨文化的方法解决参与问题。
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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