ERG SES D 07, Pecha Kucha Session
Pecha Kucha Session
This pecha kucha aims to provide an input for developing and exchanging knowledge in educational research focused on reducing educational exclusion (and also social) in Secondary Education schools, located in the south of Spain, concretely in the province of Jaén.
The most important aim focuses in prevention of marginalization. And one of the aspects we consider more important is the work with families and its involvement through the educational processes. So, our contribution tries to be focused on the study of theories and the consequent exhibition of practices to help marginal social classes in school, to prevent these situations and to correct actual mistakes in the educational system. So, it tries to be an opportunity for the most disadvantaged students.
Our contribution is centered on two complementary approaches: first of all, we try to elaborate research-based knowledge to reduce the socio-educative exclusion aﬀecting the most disadvantaged students; on the other hand, we would like to show a positive impact of family involvement on academic and emotional development of its children, the most disadvantaged students.
It is our interest learning about how to break the cycle of educational inequalities among traditionally excluded students, on the causes and consequences of such inequality on excluded populations. Now, it is clear that access to quality education is not a reason for inequality, because education is compulsory up to 16 years. The question is why some students do not want to keep themselves into educational system. Probably, we have to inquire in others aspects of the reality of life, related with the families’ culture. Social inequalities would be reduced if school was able to get every student develops his/her skills. But it is demonstrated that law is not enough to get it. It is necessary some more. And this is the purpose we pursue.
Daily, we work with immigrant children, ethnic minorities and those living in poverty. We have realized that poverty is not only the economic one but, actually, cultural and social. And it may be the responsible of segregation. But we have to pay attention to this idea: probably that poverty is taught and learnt into home: families with low expectations place high and strong walls in front their children. Obviously, we also have also to think about disengagement, and school failure, that is not able to correct this situation.
So families and schools are responsible of the sad experiences of students in school.
In short, our pecha kucha, which is a work that evolves from our doctoral thesis, read two years ago at the University of Granada, tries to deepen these two aspects (school and family) as direct causes of the maintenance of the failed school inclusion of a certain sector of education. We study the families of these students, either directly, or through their own children, and the stories they discuss in class. We try to know the school of the school in the voice of the teaching staff that attends this type of student body. From there, we intend to give some clues that help teacher training and, in the future and making the appropriate modifications / improvements, improve the approach applied to this school population and progressively avoid marginalization, exclusion (which in many cases derives in self-exclusion).
After making a thorough literature review, the methodological approach will be both quantitative (application of questionnaires to teachers, students and families) and qualitative (semi-structured interviews to the three sectors mentioned).
In any case, the study will be contextualized at the European level, which will show the clear differences between the southern and northern areas of the continent.
The methodology combines the qualitative and quantitative approach. So, we have applied several questionnaires (to teachers, students and families) whose answers were analyzed with SPSS, and carried out several interviews (to these three sectors), whose content has been analyzed with MAXQDA. The content of the questionnaires and the interview protocols have tried to investigate the nature of the negative attitude of students and their families towards school. And, sometimes, the nature of the negative attitude of the teaching staff towards those same students, and their families. We have focused on knowing which is the opinion that students belonging to the marginal classes, and their families, as well as the teachers, have about school; of what each sector demands in terms of the necessary teacher training. Of the causes why a sector of the student body is brilliant, while others fail and do not yet graduate, finally. In short, we have tried to glimpse the problem to which the members of the educational community are exposed; their needs and their expectations. Throughout this process, we made a comparison with the interviews we conducted in Oslo, during our stay there when we prepared our PhD. The material collected there (from readings whose content is contextualized in the Nordic area, as well as the content of numerous interviews conducted there) has been partially shelled in the present research. This comparison can positively revert from a double point of view in our work: on the one hand, it offers us models to which we can paraphrase in our southern context; and on the other, it clarifies the reality in which we live, within a European framework. It gives us a reference; it reveals the points of encounter and disagreement within the continental educational culture. From an initial conceptual perspective, we will land on the methodological and empirical. Our challenge is to investigate how participants in the educational process, the entire educational community, understand that process immersed in a deprived social and cultural context. And our contributions, although humble, must have resonances in broader contexts, linked to the management of education, as well as to the daily educational practice. This affects the rights of all members of the educational community (holistic approach) as well as, and above all, their duties: the responsibility that teachers have to be formed; and of training, specifically, to attend to marginalized students who attend their classrooms, and their families.
We pursue, once identified inequalities contextualized in the school we work daily, finding the opportunity to move beyond causes and shed light upon eﬀective solutions. We would like to purpose some actions to be implemented in our context schools, basically, from those which have provided evidence to support equity, overcoming social problems and obtaining the best educational results for all. We also would aim to share and gain knowledge about social justice in education, in relation to marginal social class, ethnicity and culture. And we would like to demonstrate that sometimes, assymetric power relations, reflected on students, are not responsibility, only, of educational system, teacher education, but also are caused by the own type of intercultural education informed into the families. We want to make a humble contribution to the network, basing our research on educational goals and practices in formal in Secondary Education. And we would like to advise, give ideas on alternative pedagogies, methodologies, offer changes to teachers working in marginalization; and also to this kind of learners and their families (giving them motivation techniques, ways of improving their attention in classroom and the interest to study; offer to the marginal communities a new vision about school; a new vision which must began to change inside itself, helping the necessary changes inside the own school and, of course, by teachers. Actually, everything must change if we want enjoy an educational system where exclusion was progressively minimized. The obligations incumbent upon the students, insofar as they are immersed in an educational system where the compulsory nature of teaching reaches age of sixteen. And those corresponding to their families, who must ensure compliance (from the close and necessary collaboration with the educational teams and tutors who care for their children).
Brunello, G. & Checchi, D. (2007). Does school tracking aﬀect equality of opportunity? New international evidence, Economic Policy, 22(52), 781–861. Darling-Hammond, L. (1996). What matters most: Teaching for America's future. New York, NY: National Commission on Teaching and America's Future. Delpit, L. (1995). Other People’s Children: Cultural conﬂict in the classroom. New York, NY: The New Press. Federal Interagency Forum on Child and Family Statistics.(1999). America’s children: Key national indicators of well-being. Washington, DC: Author. Ladson-Billings, G. (1994). The Dream keepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass Flecha, R., & Soler, M. (2013). Turning diﬃculties into possibilities: Engaging 10 Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451-465. Freire, P. (1997). Pedagogy of the heart. New York: The Continuum International Publishing Group Inc. Gadsden, V. L., Davis, J. E., & Artiles, A. J. (2009). Introduction: Risk, equity, and schooling: Transforming the discourse. Review of Research in Education, 33(1). Oakes, J. (1985). Keeping track: How schools structure inequality. Yale University Press. Orﬁeld, G. (2001). Schools More Separate: Consequences of a Decade of Resegregation. Cambridge, MA: Harvard Civil Rights Project. Sen, A. (2000). Development as freedom. New York: Anchor Books. Zimmer, R. (2003). A New Twist in the Educational Tracking Debate. Economics of Education Review, 22(3), 307
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