Session Information
04 SES 05 A, Students’ Voices and Decision-Making
Paper Session
Contribution
Our contribution refers to the research we are carrying out at the University of Cantabria as part of the I+D+I project we have been developing (“Analysis of the processes of educational inclusion/exclusion in compulsory education. Development of local projects for change and improvement at school.Directors Ángeles Parrilla y Teresa Susinos, EDU2008-06511-C02-02/EDUC).
Three lines of theoretical and methodological interest coincide in this Project which form its main identity characteristics: research on the processes of social and educational inclusion and exclusion on which we have focused in previous projects (Susinos & Parilla, 2008; Susinos, 2007); the commitment of educational research to the improvement of schools based on real needs experienced by the educational community of each one (Stoll & Fink , 1999; Ainscow, 2001;Bolívar,2004) and the necessary chief participation role of students in the design, development and evaluation of the processes of change, understanding that these can be aimed at whatever aspect of school life (Fielding, 2007; Susinos, 2009; Rudduck y Flutter, 2007; Miles y Ainscow, 2010; Bragg, 2007).
This project, therefore, sets out to promote experiences of the pupils’ voice in participating schools in such a way that the said participation is a mechanism of change and institutional improvement on the path to achieving more inclusive and democratic schools. This necessary entails a change in the traditional teaching roles in a way that the teaching staff takes on new roles of accompanying and facilitating the participation of pupils. Likewise, the pupils would feel more committed to their learning and to the very school itself on observing that their voice is listened to and that they can participate in the decision-making on what takes place in the classroom and the school. Furthermore, it is an active learning exercise in citizenship for the pupils.
Method
Expected Outcomes
References
AINSCOW, M. (2001). Desarrollo de escuelas inclusivas. Madrid: Narcea. BOLÍVAR, A. (2004). “El centro como unidad básica de acción educativa y mejora.” En MORENO OLMEDILLA, J. M. (coord.). Organización y gestión de centros educativos (pp. 93-120). Madrid: UNED. BRAGG, S. (2007) ““It´s not about systems, it´s about relationships”: Building a listening culture in primary school”. Thiessen, D. and Cook-Sather, A. (eds.): International Handbook of Student Experience in Elementary and Secondary School (pp. 659-680). New York: Springer. COCHRAN-SMITH, M. et al. (2009). Good and just teaching: the case for social justice in teacher education, American Journal of Education, 115, pp. 347-377. FIELDING, M. (2007) “On the necessity of Radical State Education: democracy and the common school”. Journal of Philosophy of Education, 41(4), 539-557. MILES, S. y AINSCOW, M. (2010) Responding to diversity in schools. N. York. Routledge. RUDDUCK, J. y FLUTTER, J. (2007). Cómo mejorar tu centro escolar dando la voz al alumnado. Madrid: Morata. STOLL, L. y FINK, D. (1999). Para cambiar nuestras escuelas: reunir la eficacia y la mejora de las escuelas. Barcelona: Octaedro. SUSINOS T. Y PARRILLA, A. (2008). “Dar la voz en la investigación inclusiva. Debates sobre inclusión y exclusión desde un enfoque biográfico-narrativo”. REICE Revista Electrónica Iberoamericana sobre calidad, eficacia y cambio en educación, 6(2), 157-171. SUSINOS, T. (2007). “Tell me in your own words: disabling barriers and social exclusions in young persons.” Disability and society, 22 (2). SUSINOS, T. (2009). “Escuchar para compartir. Reconociendo la autoridad del alumnado en el proyecto de una escuela inclusiva.” Revista de Educación, 349, 119-136.
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