Session Information
ERG SES D 02, Pecha Kucha Poster Session
Poster +Pecha Kucha Session
Contribution
My contribution presents my ongoing doctoral thesis, which is part of the R & D project titled Demoskole: Democracy, participation and inclusive education at schools, and it focuses on the analysis of immigrant youth participation inside and outside schools. More specifically, it attempts to answer the following research question: Do experiences of participation of young immigrant contribute to the learning of democratic values?
What I want to understand is the participation of young immigrant in order to investigate to what extent, from their point of view, there is a relationship between their participation experiences and the learning of democracy. Although the analysis of the participation is carried out inside and outside the schools, it is mostly at educational institutions where young people spend much of their lifetime during their academic training (Alegre, 2007). Thus, from our perspective, schools must supervise the learning of democratic practice, and facilitate the learning of values such as dialogue, decision-making, consensus, and respect for differences. As stated by Martínez Bonafé (2003), the construction of a participatory and democratic discourse at school should overcome the contradictions of modern society and avoid the temptation of leaving meaningless the term democracy. It is necessary to learn experiencing democracy, living it (Dewey, 1995).
Regarding the research question outlined above, I consider that two concepts are central for the development of the thesis. On the one hand, participation, and on the other hand, democratic learning.
As Checkoway and Gutiérrez (2009) argued, substantial participation is the one that is able to involve young people in decisions that affect their environment, their life. Other authors such as Geilfus (2009), and Piédrola and Coscolla (2007) or Sellarès (2003) outline similar definitions that share three elements: to be involved in some decision or responsibility; to be part of something, of a collective; and make decisions that are in relation to our environment, to those things we feel connected. In addition, from Demoskole we connect this substantial participation to democratic values.
In regard to the learning of a democratic engagement, it is closely related to the concept of citizenship. García and Lukes (1999) argue that the notion of citizenship is linked to the combination of three elements: having certain rights and the responsibility to fulfil certain obligations; membership in a community in reference to the nationality that share their members; and the chance to contribute to public life community through participation. Of these three elements, as highlighted Bolívar (2007), the most interesting for this thesis is the third related to the possibility of citizens to participate in public life. Cortina (1997) and Bolívar (2007) add that it is an “active exercise more than a static condition” (Bolívar, 2007: 17). Bolívar points out that “educating for citizenship means strengthening the training of self-sufficient people, and also with those civic virtues necessary to assume and embrace the community life. An education based on the exercise of citizenship promotes inside and outside the school activity dialogic processes of shared deliberation, decision-making and independent training of judgement” (2007: 96).
In sum, I am interested in understanding the involvement of young immigrant in relationship with the learning of democratic values, bearing in mind the considerations noted for both concepts.
Method
Expected Outcomes
References
Alegre, M. À. (2007). Geografies adolescents a secundària: posicionaments culturals i relacionals dels i les joves d’orígen immigrant. Barcelona: Generalitat de Catalunya, Secretaria de Joventut. Ballester i Frago, M. (2013). La promoció de la participació juvenil des de l’acció comunitària. Aportacions d'un estudi de cas. Barcelona: Generalitat de Catalunya, Departament de Benestar Social i Família, Direcció General de Joventut. Biglia, B., & Bonet-Martí, J. (2009). La construcción de narrativas como método de investigación psico-social. Prácticas de escritura compartida. Forum: Qualitative Social Research, 10(1), 1–25. Bolívar Botía, A. (2002). “¿De nobis ipsis silemus?”: Epistemología de la investigación biográfico-narrativa en educación. Revista Electrónica de Investigación Educativa Investigación Biográfico-Narrativa En Educación, 4(1), 1–26. Bolívar Botía, A. (2007). Educación para la ciudadanía: algo más que una asignatura. Barcelona: Graó. Checkoway, B.; Gutiérrez, L. (eds). (2009). Teoría y práctica de la participación juvenil y el cambio comunitario. Barcelona: Graó. Cortina, A. Ciudadanos del mundo: hacia una teoría de la ciudadanía (1997). Madrid: Alianza. Dewey, J. (1995). Democracia y educación : una introducción a la filosofía de la educación. Madrid: Morata. Dueñas Salmán, L. R., & García López, E. J. (2011). El papel de la educación escolar en la construcción de cultura de participación y de ciudadanía democrática. Razón Y Palabra, (77). García, S.; Lukes, S. (comps.) (1999). Ciudadanía : justícia social, identidad y participación. Madrid: Siglo Veintiuno de España. Geilfus, F. (2009). 80 herramientas para el desarrollo participativo: diagnóstico, planificación, monitoreo y evaluación (8th ed.). San José: Instituto Interamericano de Cooperación para la Agricultura (IICA). Martínez Bonafé, J. (2003). Ciutadania, poder i educació. Biblioteca de guix (Vol. 133, p. 154). Barcelona: Graó. Piédrola, À.; Coscolla, R. (2007). Recerca-acció sobre participació juvenil als centres de secundària de Catalunya. Barcelona: Fundació Pere Tarrés. Rivas Flores, J. I. (2007). Vida, Experiencia y Educación: La Biografía como Estrategia de Conocimiento. In I. Sverdlick (Ed.), La Investigación Educativa. Una Herramienta de Conocimiento y de Acción. Buenos Aires: Novedades Educativas. Sellarès, A. (2003). La participació jove. Barcelona: Generalitat de Catalunya. Col·lecció Sinèrgia, num. 6. Spivak, G. C. (1988). Can the subaltern speak? In L. Nelson, Cary; Grossberg (Ed.), Marxism and the interpretation of culture (pp. 271–313). Illinois: University of Illinois.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.