Session Information
04 SES 05 A, Students’ Voices and Decision-Making
Paper Session
Contribution
This work forms part of a research study launched from the University of Cantabria (Spain) and in coordination with the University of Sevilla (Spain), which we have been carrying out with different education centres in the respective autonomous communities.
What we are dealing with is a work supported by previous research in which we have looked deeply into processes of social exclusion/inclusion in young persons, and which is implemented in certain education centres, with the aim to boost improvement starting from the needs and proposals of the pupils. A good number of proposals provide the base for this research and which we will attempt to explain below.
Firstly, the consideration that the development of more inclusive education systems depends, among other conditions, on the extent to which its members feel part of and participate in, the decisions that affect them. To be more precise, we are putting into relief the need/possibility that families, education professionals, pupils or other persons that work in /with these centres, may take decisions related with the policies and practices of these centres. (Stainback & Stainback, 2007; Rudduck & Flutter, 2007; Susinos, 2009; Martínez Rodríguez, 2010)
We understand, therefore, that it is from the centres that proposals should originate which allow the nurturing of a responsible citizen body. (Bolívar, 2007; Villa & Thousand, 1999).
Secondly, a central core of our work is that these proposals for improvement arise from the needs presented by the pupils, which implies that the “voices” of these children may be heard and recognized. Although we find work that emphasizes the possibilities that lie in participation, both from the personal as well as school point of view, the contributions that consider them co-participative or co-responsible for the improvements that may take place in the classroom, are still recent (Fielding, 2004; Belanger y Connelly, 2007). Thus, our research understands that the pupil body is the driving force behind the change, and that it is possible to introduce improvement in the education centres that contemplates what they have to say, which in itself, is a unique learning opportunity (Villa y Thousand, 1999; Rudduck y Flutter, 2007).
Likewise, and basing our consideration on the above, we deem it obvious that all voices must be heard, including those that traditionally and for different reasons (ability, social or cultural condition, gender, etc) have been silenced (Silva, 2001; Susinos, 2009; Rojas, 2009).
Specifically, the paper that we present below wishes to demonstrate by means of various examples in different primary schools, some of the strategies that the school teachers and guides use to get all pupils to participate.
[1] Parrilla, A. y Susinos, T. (en proceso). Análisis de los procesos de inclusión/exclusión educativa en la educación obligatoria. Desarrollo de proyectos locales de cambio y mejora escolar. Proyecto I+D+I 2008-11 del Ministerio de Educación y Ciencia.
Method
Expected Outcomes
References
Bolívar, A. (2007). Educación para la ciudadanía. Algo más que una asignatura. Barcelona: Graó. Fielding, M. (2004). Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311. Martínez Rodríguez, J.B. (2010). El curriculum como espacio de participación. La democracia escolar ¿es posible?. En J. Gimeno Sacristán (comp.), Saberes e incertidumbres sobre el curriculum (pp. 162-179). Madrid: Morata. Parrilla, A. y Susinos, T. (en proceso). Análisis de los procesos de inclusión/exclusión educativa en la educación obligatoria. Desarrollo de proyectos locales de cambio y mejora escolar. Proyecto I+D+I 2008-11 del Ministerio de Educación y Ciencia. Rudduck, J. & Flutter, J. (2007). Cómo mejorar tu centro escolar dando la voz al alumnado. Madrid: Morata. Rojas, S. (2008). La «voz» de las personas con discapacidad intelectual en investigación educativa. Repensando las prácticas de investigación. Revista de Educación, 345, 377-398. Rojas, S., Lázaro, S., Calleja, M. y Linares, G. (2010). “Igual le tenemos que dar otra oportunidad”: la participación de los niños y niñas en la gestión del aula. En Susinos (coord.) Actas del Congreso Internacional “La educación inclusiva hoy: escenarios y protagonistas” (pp. 149-164). Santander: Universidad de Cantabria. Rojas, S., Lázaro, S. y Susinos, T. (2010). “´La voz del alumnado` como dinamizador de las estrategias docentes. El proceso de investigación”. En Parrilla y López Melero (coord.) Actas del Congreso Internacional “La formación de los docentes y el curriculum escolar: la atención a la diversidad y formación para la convivencia” (pp. 266-273). Málaga: Universidad de Málaga. Silva, E. (2001): Squeaky wheels and flat tires: a case of study of students as reform participants. Forum, 43 (2), 95-99. 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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