Evaluation as Illumination for Inclusion through Cooperative Work

Author(s):

Benjamin Zufiaurre(presenting / submitting)Ana Maria Albertin(presenting)

Conference:

ECER 2012

Network:

Format:

Paper

Session Information

Time:

Room:

Chair:

Contribution

EVALUATION AS ILLUMINATION FOR INCLUSION THROUGH COOPERATIVE WORK.

Network 25: Research on children`s rights in education /

optional networks:

7 - Social Justice and Intercultural Education /

20: Research in innovative intercultural learning environments.

Authors:

Associate Prof. Ana María Albertin, Public University of Navarra (Spain) - ana.lasaosa@unavarra.es

Prof. Benjamin Zufiaurre, Public University of Navarra (Spain) - zufiaurre@unavarra.es

ABSTRACT: Within a framework of democracy and civic participation, schooling is to focus on conditions for participation under premises of equity andsocial justice. A good education for all must be geared to overcoming social and individual deficits and drawbacks. But to educate, we have to deal with diversity from global and (g)local perspectives as a guarantee for fulfilling individual expectations. However, when evaluation is based on common standards, when standards and indicators are used to decide who does and who doesn’t fit a required profile, and to define how far students have progressed towards acquiring certain typified skills, it is difficult to move forward and to assume children`s rights. Instead, when evaluation is interpreted as illumination, and when we use the mirror of evaluation to get us informed about how the educational processes develop, and how do children progress, the mirror of inclusion changes our perspectives of analysis.

An educational system, in which quality is measured by universal parameters, is unlikely to provide guarantee of flexibility when adapting schooling and educational intervention to collective diversity. Yet the principle of flexibility is relegated in the political pursuit of uniformity. But the diversity in schoolchildrens` aptitudes, interests, expectations and needs, is rooted in personal and collective processes linked to profiles, cultural values, how societies change, and the demands human`s have to face to interact positively with their environment from theoretical and conceptual perspectives.

Method

Longitudinal case studies critical analysis about Histories and Realities of education for infants in innovative intercultural learning environments

Expected Outcomes

In this paper, we are going to give account of the positive effects of cooperative work for mutual understanding and participation from practical perspectives based on four different case studies in different schools in northern Spain with Infant and Primary students, 3 to 12 years.

References

(authored book) Zufiaurre, Albertin (2006): Evaluaciín y Proyectos Cooperativos, Servicio Publicaciones UPNA Zufiaurre, B. Albertin, A. (2007): Infant Schooling as a condition for inclusive education. In Journal of the International Society for Teacher Education 11 (1) Toronto (p. 34-43)

Author Information

Benjamin Zufiaurre (presenting / submitting)

Public University of Navarra SPAIN, Spain

Ana Maria Albertin (presenting)

Public University of Navarra SPAIN, Spain

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