Educating in context of social exclusion in the province of Granada (Andalusia). The teacher needs.

Author(s):

Francisco Javier Amores Fernández(presenting / submitting)Maximilian Ritacco Real(presenting)

Conference:

ECER 2012

Network:

04. Inclusive Education

Format:

Poster

Session Information

04 SES 05.5 PS, General Poster Exhibition

General Poster Session during Lunch

Time:

2012-09-19

12:30-14:00

Room:

FCEE - Poster Exhibition Area

Chair:

Contribution

This work is the result of our participation in the research project entitled "Students at risk of exclusion in compulsory education: state, programs and best practices in the Autonomous Community of Andalusia", developed under the National Plan I + D + I 2006-2009 (SEJ 2006-14992-C06-04/EDUC). This project investigates schools located in contexts of social exclusion, education professional’s targets focus, among other things, provide pathways to respond to the demands of training by promoting social cohesion. His achievement, in many cases is complicated by several issues. Therefore, using a qualitative methodology, we approach to three public schools of secondary education in areas at risk of social exclusion in the autonomous community of Andalusia in order to identify and analyze major issues and needs which hinder the achievement of the educational objectives for schools and teachers. Thus the objectives of our research are focused on:

Identify and analyze those "problem" as a factor hampering the educational development of pupils at risk of social exclusion.
Approach to the analysis of the various programs, projects, and initiatives of the centers within the framework of care for diversity

Provide and expand the wealth of information that will enable us a description and deeper understanding of the dynamics and precise teachers in the extraordinary measures of attention to students at risk of exclusion in compulsory education.

Method

We performed a qualitative approach using a research methodology in four schools placed in vulnerable areas and a high percentage of his students at risk of educational exclusion. To do this, we used a qualitative methodology, based mainly on the analysis of semi-structured interviews to teachers and stakeholders of the centers located in areas at risk of exclusion. We also analyzed educative documents of the schools and relevant data for the research. NVivo 8 software will be used Procedures useful for qualitative analysis. The crossing of the instruments made possible the emergence of different areas or comprehensive categories could be identified where the problems outstanding in these centers.

Expected Outcomes

At the end of the process of categorizing emerging categories or areas helped us to classify and systematize the difficulties of teachers. They were identified as: • Needs school organization • Needs in the distribution and allocation of resources • Needs teacher training • Requirements on students' educational pathways • Needs Center in the relationship with the student's family In each of these areas we focus our work towards individual analysis relying on the empirical basis of extracts from the opinions of the informants and reflecting on the first confluences and convergences.

References

Badosa, J; De Maya, S.; Díaz, L., Giménez, M.; Rosetti, N. (2003). Nuevas políticas para la inclusión social: agenda pública y prácticas significativas. Barcelona: Instituto de Gobierno y Políticas Públicas- Universidad Autónoma de Barcelona. Ballart, X. (2007). La Mujer Inmigrada. Igualdad, participación y liderazgo en el ámbito local: Guía de buenas prácticas”. Barcelona: Consell Comarcal de Lált Empordá. Universidad Autónoma de Barcelona y Urbal (Red mujer y ciudad). Bolívar, A. (2005). ¿Dónde situar los esfuerzos de mejora?: política educativa, escuela y aula. Revista Educación Social. 26 (92), 859-888. Bolívar, A. y Pereyra, M. A. (2006). Introducción a la edición española. Las competencias clave para el bienestar personal, social y económico. Málaga: Aljibe. Bolívar, A. y López, L. (2009). Las grandes cifras del fracaso y la exclusión educativa. Revista del currículum y formación del profesorado. 13 (3), 52- 80. Dubet, F. (2005). Exclusión Social, Exclusión Escolar. En J, Luengo (Coord.) Paradigmas de gobernación y de exclusión social en educación, (pp. 93- 115). México: Ediciones Pomares. Escudero, (2009). Fracaso Escolar y Exclusión Educativa. Revista del currículum y formación del profesorado. 13 (3), 3-10. Hernández, M. (2007). Exclusión Social y Desigualdad. Murcia: edit.um. Luengo, J (2004). Paradigmas de gobernación y de exclusión en la educación. Barcelona- México: Pomares (Orig. 2001). Luzón, A; Porto, M., Ritacco, M. y Torres, M. (2009). Buenas prácticas en los programas extraordinarios de atención a la diversidad en centros de educación secundaria. Una mirada desde la experiencia. Revista del currículum y formación del profesorado. 13 (3), 216-238. Sen, A. (2000). Social exclusion: concept, application, and scrutiny. Philippines: Asian Development Bank. Tezanos, F. (2004). Tendencias en desigualdad y exclusión social. Tercer Foro sobre Tendencias Sociales. Madrid: Sistema. Vallés, M. (2009). Entrevistas Cualitativas. Cuadernos Metodológicos. Madrid: CIS.

Author Information

Francisco Javier Amores Fernández (presenting / submitting)

UNIVERSIDAD DE GRANADA

DIDÁCTICA Y ORGANIZACIÓN ESCOLAR

GRANADA

Maximilian Ritacco Real (presenting)

Universidad de Granada

Peligros (Granada)

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