Analysis of Intercultural Relations between School and Community through Concept Mapping.

Author(s):

Inmaculada Antolínez(submitting)Jordi Molina Tomás(presenting)Esther Márquez

Conference:

ECER 2012

Network:

07. Social Justice and Intercultural Education

Format:

Poster

Session Information

07 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 part of an intercultural education study framed within two research projects funded by the government of Spain and Andalusia (Call 2010-2013, R & D + i Ref: EDU2010-15808 and Call 2010-2013 Excellence Projects Ref: SEJ-6329). This poster focuses on the processes taking place in educational institutions due to the presence of non-EU population in Spanish territory.
Our purpose is to identify and analyze emerging educational experiences in the current school setting which proposes to make intercultural schools from the presence of immigrants and are geared towards the establishment of connections and relationships between the school and the social context, specifically, between the school and families.

The multi and interdisciplinary aspects of the project require an integrated approach that is capable of dialogue with the various traditions that go through the theoretical framework of intercultural education, among which are: 1) the debate on the articulation of nation-state construction processes and their role in the type of management that makes of the cultural diversity within the educational area (Fernández Enguita 1995, La Belle & Wars 1994, Vertovec 1998); 2) the study of different approaches from various institutional actors and academics that is being done on the processes of school-community relationship (García Bacete1998, Symeou 2006, Vila & Casares 2009) and; 3) analysis of the different types of educational theories related to the management and treatment of diversity and multiculturalism in schools (Verlot & Pintxos 2000, Garcia-Cano & Marquez 2006; Essomba 2007).

At present we are in the first stage of the project, the literature review of national and international theoretical and empirical work that has addressed the same theme, to advance the proposed methodology and design analysis tools. The aim of the poster is to show the concept map developed from the review of previous work, which reflects the different concepts and elements of interest for both theoretical and analytical work and conceptualization of the processes of school-community relationship.

Method

The methodology used to date is part of a broader exploratory strategy, aimed at analyzing the pedagogical transformation processes that are directed towards the establishment of links between the school-community in order to make intercultural schools. Specifically, the referred methodology proposes the creation of three case studies of Primary Education in the Spanish context from an institutional ethnography. These cases respond to an intentional sampling in order to represent different types of educational experiences of transformation and methodological innovation in relation to cultural diversity: cooperative learning, democratic schools and learning communities. During the first phase, a review of the literature and secondary sources about previous jobs and international and national studies on the relationship between school and family/community was completed. From it, we have prepared a summary document -which we present here-, which reflects the different dimensions and conceptual fields for proper analysis of the interrelationships between school and community. An epistemological framework provides the analytical key to study inter-communicative and interactive processes in this field of social research.

Expected Outcomes

The project described is in its early stages of development so we still do not have a sufficient and representative analytical corpus of the reality studied. However, our poster presents the results of the first phase of literature review, which shows a summary, systematization and interconnection of theoretical concepts and analytical elements that we considered of interest within the previous work on school, community and diversity such as social capital, cultural capital, participation, identity and the notion of community. The poster of conceptual networks we propose in addition to designing a large stage for the investigation of school-family-community in the context of intercultural education, questions and presents the limitations that some of these references occur when the approach is seen in the study of an immigrant or culturally different population.

References

ESSOMBA, Miguel Ángel (2007) Estrategias de innovación para construir la escuela intercultural. En: Álvarez, José Luis y Batanaz, Luís (ed.). Educación intercultural e inmigración. De la teoría a la práctica. Madrid, Biblioteca Nueva, pp. 177-212. FERNÁNDEZ ENGUITA, Mariano (1995) La escuela a examen. Madrid: Pirámide. GARCÍA BACETE, Francisco Juan (1998) “Aproximación conceptual a las relaciones escuela-familia”. Bordón. Volumen 50, nº 1. GARCÍA-CANO, María and MÁRQUEZ, Esther (2006) Discourses and Practices of Intercultural Education in Spain. The International Journal of Learning, vol. 12, pp. 120-127. LA BELLE, Thomas J. and WARD, Christopher R. (1994) Multiculturalism and Education: Diversity and its Impact on Schools and Society. Albanu: SUNY Press. SYMEOU, L. (2006) Capital cultural y social; ¿qué podemos aprender para investigar y reforzar la colaboración entre familia y escuela? En Cultura y Educación, 18 (3-4), 219-229 VAN DIJK, Teum A. (2009). Discurso y Poder. Barcelona: Gedisa. VILA, I., y CASARES, R. (2009) Educación y sociedad. Una perspectiva sobre las relaciones entre la escuela y el entorno social. Barcelona: Horsori Editorial. Universidad de Barcelona. Cuadernos de Educación. VERLOT, Marc & PINXTEN, R (2000) Intercultural Education and Complex Instruction. Some remarks and questions from and anthropological perspective on learning. Intercultural Education, vol. 11, pp. 7-14 VERTOVEC, S (1998). Multi-multiculturalism. En: Martiniello, M (ed.) Multicultural Policies and the State. A comparison of two European societies. Utrecht, Utrecht University, ERCOMEE, pp. 25-38

Author Information

Inmaculada Antolínez (submitting)

Universidad Pablo de Olavide

Trabajo Social y Servicios Sociales

Alcalá de Guadaíra. Sevilla.

Jordi Molina Tomás (presenting)

University of Cordoba

Education

Córdoba

Esther Márquez

Universidad de Sevilla, Spain.

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