Session Information
ERG SES F 01, Inclusive Education
Parallel paper session
Contribution
Taking pedagogy as basic training, and research and teaching as a profession, we talk about public education as an inalienable right of all people.
And, from this starting point, we consider qualitative research in education as the most suitable in order to achieve this right for everyone, this is, in order to make it reachable for all, to make it real. In the current economic crisis at National and European level, research is being affected by the so-called cuts, like any industry; furthermore we may appreciate that qualitative research is the one wich is taken greatest risk, being the kind of research the most expensive, not only in an economical way. However, this qualitative methodology is the one that allow us to access knowledge on interests, motivations, desires, perceptions, expectations of vulnerable groups. Thus, the aim of our study is to see what possibilities are beyond the rights for young people leaving compulsory education prematurely, or who do not meet the targets set for that stage.
To speak of education as we do in this research is to look at early school leaving and school failure of young people in compulsory education stage. This group, in all likelihood, intends to (or need) to enter the job market immediately, allowing us to link education with work. Various vocational training programs are addressed to these young people, who are among the groups in a situation of 'vulnerability'. And they will experience the transition inside companies engaged in employability. These programs, though different, can be grouped as far as European level is known as the Second Chance School.
What interests us is how transmission occurs and the acquisition of knowledge in both foraml trainings (the secondary and the vocational). What are the successful practices that make the young people who reject school, admit and consider the transition to work: professional qualifications.
Method
Expected Outcomes
References
BERNSTEIN (1997): La estructura del discurso pedagógico. Madrid, Morata. CONELL (1997). Escuelas y justicia social. Madrid, Morata. DEWEY (1964): Experiencia y educación. Buenos Aires, Losada. ESCUDERO (1999): La calidad de la educación. San Cristóbal, ULA. FREIRE (1997): A la sombra de este árbol. Barcelona, El Roure. FREIRE (1994): Cartas a quien pretende enseñar. México, Siglo XXI. GIROUX y FREIRE (1992). Teoría y resistencia en educación. México, S. XXI. JACKSON (1998). La vida en las aulas. Madrid, Morata. JOYCE, B. y WEIL, M. (1985): Modelos de enseñanza. Madrid, Anaya. MANEN (1998): El tacto en la enseñanza. Barcelona, Paidós.
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