Session Information
Contribution
The aim of this paper is to account a piece of the results of the research “School Experience, Identity and Community. Research collaboratively in order to transform the school practices” This research is carrying on three schools placed in Malaga and Almeria, in Spain. The first one is a urban primary school, with an innovation project based on the participation; the second one is a secondary School in a low middle class context and motivated on the success of the students; and the third one is a rural school with needs of mediation between resources and people. Four Mexican and Argentine schools are also investigated in a project coordinate with this one.
In this paper we focus on the different perspectives and “glances” regarding different school experiences of teachers, families and students. These differences are analyzed as conflicts and paradoxes. In any cases, there are controversial relations between them, and in other cases different perspectives of the participant subjects live together.
We have been working on and discussing the stories and narratives of a group of these subjects in each school for two years. Along this job we have could observe that there are a variety of aspects implied to comprehension of school experience. Mainly we paid attention in expectations and culture. In particular, we could appreciate how we have to analyse the interaction at least in three levels: tradition (social and family culture about School of three groups of participants), re-production (how the experience finds out a school experience thought the years) and expectations (what do we expect of the School, what we want from School)
In these interactions of level we find a lot of conflicts and paradoxes, also in relation with the typical of schools and personal and professional experiences. However depending how they are working in the different school contexts, different ways of developing the educational practices are produced. In this sense, there are three Schools collaborating with the Project and also three perspectives of Education. All specific characteristics of schools shape the experience and the image of Schooling; it means, it is the interaction and the result between particular experiences and a framework where all those relations are approached.
We start from the assumption that the way, in which the school experience of the different collectives involved in the community that is formed around the school is structured, is an essential component in educational practices and it entails some particular ways of constructing the identity of the different participants.
The objective of this analysis, at the end, is to work on the transformation of the participating schools by different collaborative reflection strategies about the research data gathered.
From epistemological point of view, we are moving in the critical pedagogy traditions, narrative research and those studies that show us a view of school from everyday, routine practices.
Method
Expected Outcomes
References
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