Ane López de Aguileta, Marifa Salceda, Sandra Girbés-Peco, Juan Carlos Peña-Axt, Marta Soler-Gallart
The right of every citizen to access cultural heritage, such as classical music, has been widely pointed out by international organizations. However, there are certain barriers that impede members of vulnerable groups from enjoying the benefits of this type of music, namely cultural elitism. Some authors have stated that the taste for classical music depends on the social class. Nevertheless, our research has found evidence that demonstrates that it is not so in nine different contexts. We present here results of Dialogic Music Gatherings (DMG), that demonstrate that everyone can enjoy classical music. Thus, the purpose of this article is to analyze the impact the DMG have had on widening participants’ access to classical music and increasing the taste towards this music from very diverse age and socioeconomic groups. To that end, a survey study was conducted among nine education centers from elementary to adult education. Data has been analyzed through the Communicative Methodology by defining the transformative and exclusionary elements in relation to the access and taste towards the classical music. Results suggest these participants have accessed classical music and increased the taste towards this music after participating in the DMGs, regardless of their social and cultural background.
{"title":"Democratizing Taste on Classical Music for All","authors":"Ane López de Aguileta, Marifa Salceda, Sandra Girbés-Peco, Juan Carlos Peña-Axt, Marta Soler-Gallart","doi":"10.17583/qre.13395","DOIUrl":"https://doi.org/10.17583/qre.13395","url":null,"abstract":"The right of every citizen to access cultural heritage, such as classical music, has been widely pointed out by international organizations. However, there are certain barriers that impede members of vulnerable groups from enjoying the benefits of this type of music, namely cultural elitism. Some authors have stated that the taste for classical music depends on the social class. Nevertheless, our research has found evidence that demonstrates that it is not so in nine different contexts. We present here results of Dialogic Music Gatherings (DMG), that demonstrate that everyone can enjoy classical music. Thus, the purpose of this article is to analyze the impact the DMG have had on widening participants’ access to classical music and increasing the taste towards this music from very diverse age and socioeconomic groups. To that end, a survey study was conducted among nine education centers from elementary to adult education. Data has been analyzed through the Communicative Methodology by defining the transformative and exclusionary elements in relation to the access and taste towards the classical music. Results suggest these participants have accessed classical music and increased the taste towards this music after participating in the DMGs, regardless of their social and cultural background.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"299 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Oriol Rios, Regina Gairal-Casado, Beatriz Villarejo-Carballido, Ana Burgues-de Freitas
Research on the effects of social media has evidenced their influence on public opinion concerning health issues. However, there are scarce analyses that pay attention to this influence when health advice generalizes certain groups’ sexual practices. This generalization occurred with monkeypox, men who have sex with men, after two World Health Organization’s (WHO) recommendations launched in 2022. Therefore, this is the issue that will be deeply explored in the article. Drawing on the methodological strategy of social media analytics (SMA), 2313 tweets have been reviewed focused on people’s reactions in front of WHO’s statements of July 2022 about monkeypox and men who have sex with men behaviours. Findings illustrate that there is positioning against the generalizations caused due to WHO’s statement creating a public discourse against the stigma of homosexual and bisexual men. This positioning is directly linked with people’s claims to follow the evidence and valid claims on public health issues. Using social networks for claiming the use of rigorous data and evidence may contribute to a significant change in public opinion and health organizations.
{"title":"The Role of Social Networks to Counteract Stigmatization Toward Gay and Bisexual Men Regarding Monkeypox","authors":"Oriol Rios, Regina Gairal-Casado, Beatriz Villarejo-Carballido, Ana Burgues-de Freitas","doi":"10.17583/qre.13379","DOIUrl":"https://doi.org/10.17583/qre.13379","url":null,"abstract":"Research on the effects of social media has evidenced their influence on public opinion concerning health issues. However, there are scarce analyses that pay attention to this influence when health advice generalizes certain groups’ sexual practices. This generalization occurred with monkeypox, men who have sex with men, after two World Health Organization’s (WHO) recommendations launched in 2022. Therefore, this is the issue that will be deeply explored in the article. Drawing on the methodological strategy of social media analytics (SMA), 2313 tweets have been reviewed focused on people’s reactions in front of WHO’s statements of July 2022 about monkeypox and men who have sex with men behaviours. Findings illustrate that there is positioning against the generalizations caused due to WHO’s statement creating a public discourse against the stigma of homosexual and bisexual men. This positioning is directly linked with people’s claims to follow the evidence and valid claims on public health issues. Using social networks for claiming the use of rigorous data and evidence may contribute to a significant change in public opinion and health organizations.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"133 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Es indudable el impacto que ha tenido la pandemia en la población y cómo ha afectado de manera severa a los colectivos más vulnerables, especialmente a los jóvenes en situación de riesgo de exclusión social. El objetivo es comprender a través del uso de la narrativa combinada con metodologías visuales, cómo el COVID-19 ha influido en la vida de los jóvenes expuestos a situaciones de vulnerabilidad social con relación a sus miedos, oportunidades y expectativas en su trayectoria personal, académica y profesional. Mediante una aproximación cualitativa con la participación de 174 jóvenes, 185 fotos y 174 narrativas individuales y 14 co-narrativas fueron analizadas. Las categorías de consecuencias, miedos, oportunidades y expectativas co-ocurrieron con otras siete emergentes, que hacen referencia a las grandes dimensiones y esferas vitales de los jóvenes: (1) laboral: nuevo horizonte en el presente, (2) redibujar la formación, (3) redes sociales-TIC: nuevos vínculos, (4) identidad ¿quién soy? ¿hacia dónde voy? (5) oscuridad y belleza en la pandemia, (6) valor del tiempo, y (7) sentido de pertenencia. Se concluye sobre la capacidad de estos métodos de adentrarse en capas de significado profundas, así como su potencia formativa en la práctica educativa.
{"title":"Experiencias de Jóvenes en Contextos de Vulnerabilidad Social durante la COVID-19: Narrativas Combinadas con Foto-Elicitación","authors":"Celia Camilli-Trujillo, Mónica Fontana-Abad","doi":"10.17583/qre.12102","DOIUrl":"https://doi.org/10.17583/qre.12102","url":null,"abstract":"Es indudable el impacto que ha tenido la pandemia en la población y cómo ha afectado de manera severa a los colectivos más vulnerables, especialmente a los jóvenes en situación de riesgo de exclusión social. El objetivo es comprender a través del uso de la narrativa combinada con metodologías visuales, cómo el COVID-19 ha influido en la vida de los jóvenes expuestos a situaciones de vulnerabilidad social con relación a sus miedos, oportunidades y expectativas en su trayectoria personal, académica y profesional. Mediante una aproximación cualitativa con la participación de 174 jóvenes, 185 fotos y 174 narrativas individuales y 14 co-narrativas fueron analizadas. Las categorías de consecuencias, miedos, oportunidades y expectativas co-ocurrieron con otras siete emergentes, que hacen referencia a las grandes dimensiones y esferas vitales de los jóvenes: (1) laboral: nuevo horizonte en el presente, (2) redibujar la formación, (3) redes sociales-TIC: nuevos vínculos, (4) identidad ¿quién soy? ¿hacia dónde voy? (5) oscuridad y belleza en la pandemia, (6) valor del tiempo, y (7) sentido de pertenencia. Se concluye sobre la capacidad de estos métodos de adentrarse en capas de significado profundas, así como su potencia formativa en la práctica educativa.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"12 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En este estudio se pretende ahondar en las ideas formativas de profesionales de la educación que atienden a menores en situación de violencia de género. Se cuenta con un total de 16 participantes de distintos alrededores de la educación. Se valora la experiencia formativa de cada persona de forma individual para identificar necesidades detectadas de la formación cursada y propuestas para futuros profesionales. Se sigue un enfoque fenomenológico feminista centrado en una teoría fundamentada apoyada con software especializado Atlas ti. 22. Los resultados dejan ver necesidades formativas en cuanto a incorporación de enfoque feminista, especificidad en intervención con menores en situación de violencia de género y prácticas reales. Se observa también la formación con la que cuentan, bien procedente de docentes que incorporaban esta perspectiva o de su propia motivación para aprender en este aspecto. Por consiguiente, las propuestas que señalarán se orientarán a la introducción de contenido actualizado en género, contarán con recursos y apoyos especializados, prácticas e intervención multidisciplinar.
{"title":"Necesidades y propuestas para la intervención con menores y violencia de género desde la educación","authors":"Alicia Eladia Hermoso Soto","doi":"10.17583/qre.11603","DOIUrl":"https://doi.org/10.17583/qre.11603","url":null,"abstract":"En este estudio se pretende ahondar en las ideas formativas de profesionales de la educación que atienden a menores en situación de violencia de género. Se cuenta con un total de 16 participantes de distintos alrededores de la educación. Se valora la experiencia formativa de cada persona de forma individual para identificar necesidades detectadas de la formación cursada y propuestas para futuros profesionales. Se sigue un enfoque fenomenológico feminista centrado en una teoría fundamentada apoyada con software especializado Atlas ti. 22. Los resultados dejan ver necesidades formativas en cuanto a incorporación de enfoque feminista, especificidad en intervención con menores en situación de violencia de género y prácticas reales. Se observa también la formación con la que cuentan, bien procedente de docentes que incorporaban esta perspectiva o de su propia motivación para aprender en este aspecto. Por consiguiente, las propuestas que señalarán se orientarán a la introducción de contenido actualizado en género, contarán con recursos y apoyos especializados, prácticas e intervención multidisciplinar.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"70 2-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Macarena Verástegui Martínez Verástegui, J. Ayuso, Jorge Úbeda Gómez
Models for understanding teacher knowledge do not consider the possibility of teachers themselves generating it. The model of Verástegui y Úbeda (2022) has developed in response to the need to overcome this limitation, which it does by including teacher agency as a key element for understanding teacher knowledge. The aim of this research is to define the degree of operationalisation of the Systemic Model of Educational Teacher Knowledge, using a qualitative methodology comprising discourse analysis of a semi-structured interview and focus groups with a total of 25 teachers. The main findings show that the model is comprehensible to teachers, it partially approximates their experience, and it incorporates new elements for understanding the nature of the concept. Consequently, this research makes it possible to overcome some dichotomies in the conceptualization of educational teacher knowledge and incorporate collaborative dynamics into its comprehension and generation. Finally, updates to the model are suggested, highlighting the inclusion of three elements of pedagogical content knowledge – personal, enacted, and collective – and new research lines are proposed to validate its capacity for researching the object of study.
{"title":"Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key","authors":"Macarena Verástegui Martínez Verástegui, J. Ayuso, Jorge Úbeda Gómez","doi":"10.17583/qre.11384","DOIUrl":"https://doi.org/10.17583/qre.11384","url":null,"abstract":"Models for understanding teacher knowledge do not consider the possibility of teachers themselves generating it. The model of Verástegui y Úbeda (2022) has developed in response to the need to overcome this limitation, which it does by including teacher agency as a key element for understanding teacher knowledge. The aim of this research is to define the degree of operationalisation of the Systemic Model of Educational Teacher Knowledge, using a qualitative methodology comprising discourse analysis of a semi-structured interview and focus groups with a total of 25 teachers. The main findings show that the model is comprehensible to teachers, it partially approximates their experience, and it incorporates new elements for understanding the nature of the concept. Consequently, this research makes it possible to overcome some dichotomies in the conceptualization of educational teacher knowledge and incorporate collaborative dynamics into its comprehension and generation. Finally, updates to the model are suggested, highlighting the inclusion of three elements of pedagogical content knowledge – personal, enacted, and collective – and new research lines are proposed to validate its capacity for researching the object of study.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47232080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Cortón-Heras, Andrea Giraldez-Hayes, Rosa Soliveres-Buigues, J. Parejo
Soft skills enable the individual to successfully face the problems and challenges of a complex society in constant flux and under constant uncertainty. Music, in its different forms of expression, is presented as an ideal tool for the development of intrapersonal and action skills such as adaptability, optimism and proactivity. On the basis of a project carried out by and for future teachers, qualitative research based on a case study has been carried out. Data collection: questionnaires, observations, student productions and interviews. The results reveal that music can be a mediating element for the development of soft skills. Specifically, it has been observed that music can help the individual to face and effectively resolve changing and novel situations that require self-efficacy, self-confidence and social support. Music can also improve the physical and socio-emotional well-being of individuals as well as helping them successfully face adversity.
{"title":"The Mediation of Music in the Development of Intrapersonal and Action Skills in Early Teacher Education","authors":"M. Cortón-Heras, Andrea Giraldez-Hayes, Rosa Soliveres-Buigues, J. Parejo","doi":"10.17583/qre.10748","DOIUrl":"https://doi.org/10.17583/qre.10748","url":null,"abstract":"Soft skills enable the individual to successfully face the problems and challenges of a complex society in constant flux and under constant uncertainty. Music, in its different forms of expression, is presented as an ideal tool for the development of intrapersonal and action skills such as adaptability, optimism and proactivity. On the basis of a project carried out by and for future teachers, qualitative research based on a case study has been carried out. Data collection: questionnaires, observations, student productions and interviews. The results reveal that music can be a mediating element for the development of soft skills. Specifically, it has been observed that music can help the individual to face and effectively resolve changing and novel situations that require self-efficacy, self-confidence and social support. Music can also improve the physical and socio-emotional well-being of individuals as well as helping them successfully face adversity.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45398349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A student's academic performance is conditioned on factors within the pupil or outside, in the environment. The Western body of knowledge emphasizes the positive role of ‘Self’ and related variables such as self-esteem, self-efficacy, self-confidence, and others on the academic performance of students. An Indian counterpart to the concept of self is ‘Aham’. The present study aimed at qualitatively understanding the role of Ahamkara in the academic performance of school students. For this purpose, a semi-structured interview technique was utilised for data collection. A total of 11 interviews were recorded and transcribed. Thematic Network analysis framework forwarded by Attride-Sterling (2001) was utilized for data analysis. Based on the analysis 4 global themes emerged. They are: Formation and maintenance of a sense of self through Identification; Active engagement of Self in the learning process leads to growth; Ignorance of Self, a path to failure; and Failure an opportunity to maintain the optimal sense of self.
{"title":"Dwelling into the Role of Ahamkara in Academic Performance: A Qualitative Inquiry","authors":"Namita Tayal, N. Sharma","doi":"10.17583/qre.10269","DOIUrl":"https://doi.org/10.17583/qre.10269","url":null,"abstract":"A student's academic performance is conditioned on factors within the pupil or outside, in the environment. The Western body of knowledge emphasizes the positive role of ‘Self’ and related variables such as self-esteem, self-efficacy, self-confidence, and others on the academic performance of students. An Indian counterpart to the concept of self is ‘Aham’. The present study aimed at qualitatively understanding the role of Ahamkara in the academic performance of school students. For this purpose, a semi-structured interview technique was utilised for data collection. A total of 11 interviews were recorded and transcribed. Thematic Network analysis framework forwarded by Attride-Sterling (2001) was utilized for data analysis. Based on the analysis 4 global themes emerged. They are: Formation and maintenance of a sense of self through Identification; Active engagement of Self in the learning process leads to growth; Ignorance of Self, a path to failure; and Failure an opportunity to maintain the optimal sense of self.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49157703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sandra Racionero-Plaza, R. Flecha, Sara Carbonell, Alfonso Rodriguez-Oramas
Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures’ Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures’ debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers’ errors or ignorance, the results of our study show that the problem is the errors of some teachers’ trainers.
{"title":"Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All","authors":"Sandra Racionero-Plaza, R. Flecha, Sara Carbonell, Alfonso Rodriguez-Oramas","doi":"10.17583/qre.10795","DOIUrl":"https://doi.org/10.17583/qre.10795","url":null,"abstract":"Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures’ Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures’ debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers’ errors or ignorance, the results of our study show that the problem is the errors of some teachers’ trainers.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marisa Costa, I. Cruz, F. Martins, Lurdes Veríssimo, Isabel Castro
Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.
{"title":"Extracurricular Music Activities in School and School Engagement: Students’ and Teachers’ Perspectives","authors":"Marisa Costa, I. Cruz, F. Martins, Lurdes Veríssimo, Isabel Castro","doi":"10.17583/qre.11206","DOIUrl":"https://doi.org/10.17583/qre.11206","url":null,"abstract":"Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46987578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance (“Aliança Educació 360”) conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves.
{"title":"Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case","authors":"M. Esteban-Guitart, Antti Rajala, M. Cole","doi":"10.17583/qre.10296","DOIUrl":"https://doi.org/10.17583/qre.10296","url":null,"abstract":"The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance (“Aliança Educació 360”) conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45134624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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