04 SES 04 A, Experience of Immigrant (Youth) in Education I
Parallel Paper Session
This paper refers to the research we are carrying out at the University of Cantabria as part of a research project we have been running (“Analysis of the processes of educational inclusion/exclusion in compulsory education. Development of local projects for school change and improvement” Director: Teresa Susinos, EDU2008-06511-C02-02/EDUC) and which is being continued in a new project recently approved by the Ministry of Education at the latest I+R+i call.
The aim of this project is to encourage and assess the setting up of students’ voice experiences in the participating schools and to analyse the processes of change and stabilisation of these innovations carried out in each school. The idea is for the centres to use ad hoc designed students voice experiences as tools for change and institutional improvement in an attempt to accomplish more inclusive and democratic schools.
The whole project is based on the Student Voice Movement (Fielding, 2007; Susinos, 2009; Rudduck y Flutter, 2007) that converges with the line of work our research group has been carrying out on educational inclusion/exclusion (Susinos y Parrilla, 2008; Susinos, 2007) and more specifically with the theoretical assumptions of inclusion and school improvement that regard the centre as unit of change taking as a starting point the analysis of its own needs (Stoll y Fink, 1999; Ainscow, 2005) and an active commitment to increasing student participation.
AINSCOW, M. (2005). El desarrollo de sistemas educativos inclusivos: ¿Cuáles son las palancas de cambio?. J. Educational Change (6), 109-1024. COCHRAN-SMITH, M. et al. (2009). Good and just teaching: the case for social justice in teacher education, American Journal of Education, 115, pp. 347-377. FIELDING, M. (2007) “On the necessity of Radical State Education: democracy and the common school”. Journal of Philosophy of Education, 41(4), 539-557. HARGREAVES, A. (2003). Enseñar en la sociedad del conocimiento (La educación en la era de la inventiva). Barcelona (España): Ediciones Octaedro MILES, S. y AINSCOW, M. (2010) Responding to diversity in schools. N. York. Routledge. RUDDUCK, J. y FLUTTER, J. (2007). Cómo mejorar tu centro escolar dando la voz al alumnado. Madrid: Morata. STOLL, L. y FINK, D. (1999). Para cambiar nuestras escuelas: reunir la eficacia y la mejora de las escuelas. Barcelona: Octaedro. SUSINOS T. Y PARRILLA, A. (2008). “Dar la voz en la investigación inclusiva. Debates sobre inclusión y exclusión desde un enfoque biográfico-narrativo”. REICE Revista Electrónica Iberoamericana sobre calidad, eficacia y cambio en educación, 6(2), 157-171. SUSINOS, T. (2007). “Tell me in your own words: disabling barriers and social exclusions in young persons.” Disability and society, 22 (2). WENGER, E. (1998) Communities of practice: Learning, meaning and identity. Cambridge University Press.
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