Session Information
05 SES 09 A, Poverty, Class and Schooling: Connecting Pedagogy with Learners’ Lives
Symposium
Contribution
The economic crisis is contributing to increase inequality and poverty in Europe, despite being one of the richest areas in the world. Young people are one of the most affected groups in areas such as employment and housing (Clapham et al. 2012; Taylor et al. 2012; Van Ham & Manley, 2010). Inequalities experienced by young people increase when they are immigrants or belong to minority cultural groups (Lalani et al. 2014). The reproduction theorists of the 70s denied the ability of schools to overcome inequalities but this was counteracted by critical scholarship showing that the school could help overcome inequalities and improve living conditions for vulnerable groups (Freire, 1970; Apple & Beane, 1995; Castells et al.1999). In this contribution some results of postdoctoral research, co-funded by the Catalan Government and Marie Curie Actions (7th Framework Programme, European Commission) and other previous European-funded research, are presented on how Integrative Successful Actions (ISA) are contributing to the educational and social inclusion of young people. Specifically how ISA are implemented in different community associations (target Roma and migrant young people) in collaboration with primary and secondary urban schools in Catalonia and Scotland. ISA target one or more areas of society (employment, health, housing, and social and political participation) in connection to educational actions, and provide evidence of success in promoting social cohesion and the social and educational inclusion of vulnerable groups of people in society (Flecha & Soler, 2013). Based on analyses of daily life stories of young people in vulnerable groups (Roma and immigrants) we will present how pedagogical elements of these ISA connect with their lives and how these are helping to improve their living conditions and access to employment, health, housing and social and political participation. Specifically how the curriculum of these educational actions shows respect for their experiences and builds learning upon them, how it enables them to reflect on and articulate their own lives and therefore take control of their lives.
References
Apple M & Bean J (1995) Democratic Schools. ASCD Clapham D et al (2012). Housing options and solutions for young people in 2020. York: Cardiff University & Joseph Rowntree Foundation. Castells M, Flecha R, Freire P, Giroux H, Macedo D & Willis P (1999): Critical Education in the New Information Age. Lanham, M.D: Rowman & Littlefield. Flecha R & Soler M (2013) Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education. Freire P (1970) Pedagogy of freedom. Lanham: Rowman & Littlefield. Lalani M et al (2014). How place influences employment outcomes for ethnic minorities. York: National Institute of Economic and Social Research & Joseph Rowntree Foundation. Taylor M, Haux T & Pudney S. (2012) Skills, employment, income inequality and poverty: theory, evidence and an estimation framework. Institute for Social & Economic Research (ISER) University of Essex. York: Joseph Rowntree Foundation. Van Ham M & Manley D (2010) The effect of neighbourhood housing tenure mix on labour market outcomes: a longitudinal investigation of neighbourhood effects. Journal of Economic Geography, 10, 257–282
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