14 SES 06 B, Local Organisations/Authorities and Networking in Education
The paper focuses the involvement of local authorities in the promotion of school achievement in Portugal. More concretely, it is centered in the analysis of their perspectives in the confrontation with school drop-out and underachievement. These are central issues in the contemporary Portuguese context of new skills and roles that local authorities as political institutions must develop. In the light of perspectives based on social justice, citizenship and social rights, school drop-out and underachievement that attain mainly specific social groups gain a particular dimension. The social right to education is a powerful reminder to policies and social practices of the need to find ways of changing processes of school marginalization and exclusion. Within the framework of more enlarged forms of citizenship and social justice (Arnot 2009; Bernstein 1996; Young 2000; Araújo 2008; Sousa 2007), these problems need to be questioned and framed in conceptual as well as pragmatic ways. Stoer & Araujo (2000) have underlined that local authorities are also called upon around the question of schooling for all, in a context where children and young people were leaving school in greater numbers (Portela & Gerry 2002). It is our perspective that, besides the analyses produced by the social and cultural reproduction theorists of the 1970-80 (e.g. Bourdieu 1970), and of the cultural production theorists of the late 1970 & 1980s (Willis 1977), the involvement of local authorities and their perspectives and actions regarding school success is needed. It appeals to the importance of creating networks between different entities, including non-official ones, for tackling educational problems. Several international reports also emphasize these networks shared by other European countries, such as England, Holland or Finland as well as by USA or Brazil. Projects of community education and local development underline also the importance of the above articulation to promote school achievement (Gereluk 2006; West-Burnham et al 2007;Loureiro & Cristovão 2010). Although some perspectives see the emphasis put on this relationship as a confirmation that knowledge is escaping from school locating itself in different contexts and places, other perspectives, such as stressed by Barroso (2005), analyze the shortcomings and dangers of a local “micro-regulation” too much compromised with different interests of the stakeholders and the difficult negotiations demanded to satisfy strategies and rationalities of those who “occupy” common and interdependent territories. Still others interpret this new emphasis on the relationship of the school with the community as open to new forms of identity construction, to knowledge and sociabilities coming from non-formal contexts. This is the perspective adopted here: to understand the new logics of action concerning the role of local agencies facing the multifaceted problem that school failure encompasses and the array of problems that plague urban, rural and suburban areas as a consequence of the rates of student dropouts (Ball et al 2000).
Araújo, H. C. (2008) Teachers’ perspectives in Portugal and recent institutional contributions on citizenship education in Journal of Social Science Education 6 (2), pp. 73-83 Arnot, M. (2009) Educating the gendered citizen, London: Routledge Barroso, J. (2005) Políticas Educativas e Organização Escolar. Lisbon: Univ. Aberta Ball, S., Maguire, M. & Macrae, S. (2000) Choice, Pathways and Transitions Post-16 - new youth, new economies in the global city, London: Routledge/Falmer Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity – theory, research, critique, London: Taylor & Francis Costa, I. (2005) Percursos de cientificidade em educação: uma abordagem aos textos normativos, Vila Real: UTAD Gereluk, S. (2006) Education and Community. London: Continuum Studies in Education Loureiro, A. & Cristóvão, A. (2010) The Official Knowledge and Adult Education Agents: A Ethnographic Study of a Local Development-Oriented Nongovernamental Organization in the North of Portugal, Adult Education Quarterly, 60 (5), 419-437 Magalhães, A. (2007) Entre a individualização e a individuação, in M. F. Sanches, F. Veiga, F. Sousa & J. Pintassilgo (eds) Cidadania e Liderança Escolar, Porto: Porto Editora Portela, J. & Gerry, C. (2002) Dreams, pragmatism and employment outcomes among Portuguese rural youth: six paradoxes, in T. Dax & I. Machold (ed), Voices of Rural Youth. A Break with Traditional Patterns? Bundesanstalt fur Bergbauernfragen, pp. 122-157 Sousa, F. (2007) A construção da cidadania e da diferença na Escola: espaços e imagens, in M. Sanches, F. Sousa, J. Pintassilgo (eds) Cidadania e Liderança Escolar, Porto: Porto Editora, pp. 111-122 Stoer, S. & Araújo, H. C. (2000) Escola e Aprendizagem para o Trabalho num pais da (semi)periferia europeia, Lisbon: IIE Young, I. M. (2000) Inclusion and Democracy, Oxford: Oxford University Press West-Burnham, J., Farrar, M. & Otero, G (2007) Schools and communities - working together to transform children’s lives, London: Network Continuum Education
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
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.