Session Information
Contribution
We present the outcomes of a school-based research about the experience, identity and community in schools. One of its main objectives is the setting of educational communities from the encounter of families, students and teachers. It represents the final phase of the research and it was addressed on cooperative perspective. It was developed in two sites: one primary school and one secondary school in Malaga, Spain. It begins with the analysis of the school experience of these groups, from school accounts of each one, and it concludes with the discussion and collective reflection on these results with the aim of creating the conditions for building school community from a democratic perspective. This collective work takes place from the different identities that come into play, with their different perspectives, knowledge, policies orientations, views on education and the school system, etc. (Rivas, 2010)
The investigation arises from our concern about the disappointment about the school that we perceive in these groups. From our point of view, we perceive the mismatch that exists between them, which turns to schools, on one side, in areas of social and cultural confrontation. On the other side, the schools become professional strongholds dominated by commercial, technical and administrative criteria. Families, and society in general, call the school responses to the need for socio-job training of young people. Meanwhile, the students lose the sense of their presence in institutions away from their concerns. (Rivas, et al. 2010).
According to this concern, we propose the research objective: developing a dynamic of collaborative research and strategies of shared reflection with the intention to promote the social and educational change of the school practices. To developing this objective the research links the three groups with community from a political perspective. This is, we understand the school as public and social space for participation and the development of social projects. Therefore, it involves all the groups previously mentioned, but also the socio - cultural context in which the school is located. This context is viewed both from a micro sense, (the immediate environment), and a macro sense (the social and cultural system). In words of Bauman (2003: 15-16), we would be talking about a shared understanding from which it is possible the participation of subjects as a way of understanding the democratic life (Grossman, Wineburg and Woolworth, 2001: 946).
The investigation is shared in the field of critical pedagogy that is generated from the tenets of Freire (1976), which then had their continuity in different places from Latin America but also in a global context (MacLaren, 2010, Giroux, 2001, Apple and Beane, 1997, Fals Borda, 1991; Santos, 2007). According to this perspective, we propose that research practices are linked to social and political practice that has built spaces for participation and social change in societies, especially those excluded. In this sense, the researched schools, particularly the primary school, belong to socially marginalized contexts or environments next.
Method
Expected Outcomes
References
Apple, W. M. & Beane, J. A. (1997), Escuelas democráticas. Madrid: Narcea. Bauman, Z. (2003), Comunidad. En busca de seguridad en un mundo hostil. Madrid: Siglo XXI. Fals Borda, O. (ed.) (1991), Action and knowledge : breaking the monopoly with participatory action research. New York & London: Apex Press. Freire, P. (1976), La pedagogía del oprimido. Madrid: siglo XXI. Giroux, H. (2001), Cultura, política y práctica educativa. Barcelona: Graó. Grossman, P. et al, (2001), “Toward a Theory of Teacher Community”. Teachers College Record, 103 (6): 942-1012. Korthagen, F.A. & Kessels, J.P. (1999), “Linking Theory and Practice: Changing the Pedagogy of Teacher Education”. Educational Researcher, 28 (4): 4-17. Little, J.W. (2003), “Inside Teacher Community: Representations of Classroom Practice”. Teachers College Record, 105 (6): 913-945 McLaren, P. (2010), Revolutionary Critical Pedagogy in Dark Times. Mimeo. Xátiva, Valencia. McLaughlin, M. W. & Talbert, J.E. (2001), Professional Communities and the work of high school teaching. Chicago: University of Chicago Press. Rivas, J.I. (2010): “Descolonizar la educación. Transformar la práctica docente desde una perspectiva crítica”. En: Aparicio, P. (Ed.): El poder de educar y de educarnos. Transformar la práctica docente desde una perspectiva crítica. Xátiva, Valencia: Ediciones del Crec Rivas, J.I. et al (2010): “La configuración de identidades en la experiencia escolar. Escenarios, sujetos y regulaciones”. Revista de Educación, 353: 187-209. Rivas, J.I. et al. (2005), “La cultura profesional de los docentes en enseñanza secundaria: Un estudio biográfico”. Archivos Analíticos de Políticas Educativas 13(47) Rogoff, B. et al (eds.) (2001), Learning together: Children and Adults in a school community. New York: Oxford University Press. Santos, B.S. (2007), Cognitive Justice in a Global World: Prudent Knowledges for a Decent Life. New York: Lexington. Wenger, E. (2001), Comunidades de práctica. Barcelona: Paidós.
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