Session Information
Contribution
The present paper is part of the research “School Experience, Identity and Community. Research collaboratively in order to transform the school practices”, developed in the Department of Didactic and School Management of the Faculty of Education at the University of Malaga (Spain) in collaboration with the University of Almeria (Spain), and with two universities in Argentina and Mexican. It is being carried out in three schools: two of them in Malaga and another in Almeria settled in different contexts: Urban school Primary School, which attends a multicultural population and low socioeconomic status; secondary education School with a population of lower-middle class; and a rural school, also attending a multicultural population. The school experience of the actors (teachers, families and students), the setting for the construction of social and cultural identity according to the conditions of the community that is created around the reference school is analyzed. It explores the use of narrative strategies of research for the integration between both personal and social dimensions. Based on the assumption that the school experience influences the construction of personal and professional identity of the various groups involved in the school community, which is an essential component that determines educational practices.
Epistemologically, it is based on the traditions of critical pedagogy, narrative research and studies that show a vision of the school from the daily practices.
The focus of this communication is to reflect on the use of narrative as a methodological tool to account for the school experience from different points of view of participants in the research (teachers, family, students, researchers). In this sense we agree with Contreras and Perez de Lara (2010), which understand the school experience what happens to us internally as researchers in our relation with the educational experience lived for teachers, families and students, moving our internal structures, creating new ways of seeing, being and living in the world. We ask to ourselves, what meanings the actors construct in this meeting, in which learning experiences are shared? What new senses are built from the contact with the experience of others and for others?.
This meeting that we refer to assumes certain characteristics: for example, listening as a central issue in which the participants tell their experiences and the meaning these have for themselves; the symmetrical relationship established between them, although at times some voices assume greater importance than others in the process of the construction of biography, in the development of the interviews, in the implementation of group discussion and reflection. Families, students, teachers and researchers are the most important subjects, in the process of analysis and categorization of the information, which has been worked along this process, creating a relevant link for the construction of shared meanings.
Method
Expected Outcomes
References
Contreras, J. y Pérez de Lara, N. La experiencia y la investigación educativa. Contreras, J. y Pérez de Lara, N. (Comps.) (2010). Investigar la experiencia educativa. Madrid, Morata, pp. 21-86. Bolivar, A. (2002). ¿De nobis ipsis silemus?. Epistemología de la investigación biográfico-narrativa en educación. Revista de Investigación Educativa, 4 (1). Connelly, F.M. y Clandinin, D.J. (1995). Relatos de experiencia e investigación narrativa. En J. Larrosa y cols. Déjame que te cuente. Ensayos sobre narrativa y educación. Barcelona, España: Laertes. Hargreaves, A. (1996). A vueltas con la voz. Kikiriki, 42/43, 28-34. Hernández, F. (2004). Las historias de vida como estrategia de visibilización y generación de saber pedagógico. En I.F. Goodson (Ed.). Historias de vida del profesorado (pp. 9-26). Barcelona, España: Octaedro-EUB. Kushner, S. (2009). Prólogo: Recuperar lo personal. En J.I. Rivas y D. Herrera (Coordinadores). Voz y educación. La narrativa como enfoque de interpretación de la realidad (pp. 9-15). Barcelona, España: Octaedro. Rivas, J.I.; Leite, A. y Cortés, P. (2010): Paradojas y conflictos entre las experiencias, expectativas y la Cultura. Los maestros, familias y estudiantes en el contexto escolar. Paper presented in ECER, Helsinky. Rivas, J.I. (2009). Narración, conocimiento y realidad. Un cambio de argumento en la investigación educativa. En J.I. Rivas Flores y D. Herrera Pastor (Coordinadores). Voz y educación. La narrativa como enfoque de interpretación de la realidad (pp. 17-36). Barcelona, España: Octaedro. Sanchez Asín, A. y Luis Boix, J. (2008). La construcción de la identidad y profesionalización de los docentes noveles de la ESO, a través de un estudio experimental. Profesorado. Revista de Curriculum y Formación del Profesorado, 3 (12). Sautu, R. (2004). Estilos y prácticas de investigación biográfica. En R. Sautu (comp.). El método biográfico. La reconstrucción de la sociedad a partir del testimonio de los actores (pp. 21-56). Buenos Aires, Argentina: Lumiere.
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