Main Content
Session Information
14 SES 14 A, Family Involvement in Educational Research - Innovative, Ethical and Respectful Research with Families
Symposium
Contribution
Decades of research grounded on sociocultural theory have proven that human learning capability grows through shared learning, interaction and communication. Therefore, classrooms and schools should be transformed according to that scientific evidence, and becoming more dialogic and interactive. Under several research projects for example the competitive research project “Impacto de los entornos interactivos de aprendizaje en el éxito académico y social” (2015-2017) data has been gathered combining an interdisciplinary and multimethod approach to advance in the knowledge of the impact of different successful educational actions, in this case the interactive groups (IG). For this purpose interactive learning contexts in language, mathematics and prosocial behaviors were studied in schools in Spain. For this paper we focused on the implementation of the educational action interactive groups involving the participation of family members in the classrooms. IGs are grounded in Freire’s (1970) theory of dialogic action, the theory of dialogic learning (Flecha, 2000), and other theories that state the relevance of interaction and critical dialogue for learning. In IGs students work in small heterogeneous groups with the support of other teachers and community members (usually family members) who promote dialogic interaction to solve curricular tasks. Most of the time those community members do not have academic background and represent the cultural diversity found among students. These adults contribute their cultural intelligence and foster dialogue among students in a manner that improves student learning, achievement, and solidarity (Aubert, 2011). IG improves the learning experience and results of all students. In them, students and adults engage in discussions that extend the existing curricular knowledge. The discussion starts from all participants’ epistemological curiosity (Freire, 1970) and the dialogic construction of knowledge is enriched by the contributions made by every participant, as all voices are taken into account regardless of the status of the speakers. Two main results are achieved in IGs: better achievement and stronger unity in diversity (Freire, 1997).
References
Aubert, A. (2011). Moving beyond social exclusion through dialogue. International Studies in Sociology of Education, 21 (1) 63-75. Flecha, R. (2000). Sharing Words. Theory and Practice of Dialogic Learning. Lanham, M.D: Rowman & Littlefield Freire, P. (1970) Pedagogy of the Oppressed. New York: Continuum. Freire, P. (1997). Pedagogy of the heart. New York: Continuum.
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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