Session Information
14 SES 11, The Participation of the Community in Educational Research
Symposium
Contribution
This symposium is based on the Critical Communicative Methodology (Gómez et al 2006). This methodology began to be developed in the early nineties through research and theoretical discussions. The methodology was used in different European projects which were scientifically significant. For example, it was used in the INCLUD-ED Integrated Project. Strategies for inclusion and social cohesion in Europe from education from the VI Framework Programme. (2006-2011).
Social changes have given rise to a society in the 21st Century called, by different authors, the Information Society, the Knowledge Society, or the Risk Society etc. In one way or another all of the perspectives approach the existence of dialogue, which is becoming more and more prevalent. In dialogic societies (Flecha et al, 2001) it becomes necessary to carry out research which includes egalitarian dialogue, constructing scientific knowledge through reflection and intersubjectivity. The critical communicative methodology is framed within this perspective, and focuses on overcoming social inequalities based on critical reflection and intersubjectivity.
The critical communicative methodology distances itself from functionalist, structuralist and poststructuralist theories, locating itself in a theory of action model, such as that of authors like Giddens this methodology conceives of social reality along two different lines: systems and structures; and life world and human agency. A continuous intersubjective dialogue takes place which researchers contribute to based on knowledge from the scientific community, while subjects bring in their own voices from the beginning to the end of the research process.
The theoretical contributions which the critical communicative methodology are based on are diverse and interdisciplinary, from authors such as Habermas, Mead, Shütz, Searle or Garfinkel. This methodology is based on the idea that people are social agents, capable of language and action, and that they contribute to the creation of knowledge. In that way, the communicative orientation breaks away from the assumption of the interpretative hierarchy of the researcher, and the meaning of reality is constructed based on the contributions of both parties. The critical communicative methodology includes various methods and techniques for the collection of data. Quantitative, qualitative, communicative and mixed techniques are used in the different research projects which employ this methodology. The common denominator is the communicative orientation, which allows for joint reflection based on egalitarian dialogue. Scientific knowledge is created within the intersubjective dialogue between the people being researched and those researching.
This methodology, in addition to analysing and interpreting reality, also aims to transform it. It is through this method that it achieves transformation through research and manages to obtain results which allow social reality to be transformed. Working with this methodology we obtained results that show how it is possible to transform situations of social inequality. In the following papers we will present some examples of this.
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