23 SES 14 B, Responding To Crisis In Education
Symposium, Part 2
In this paper we review an action-research project carried out in Galicia (Spain) in a reception class of children aged four, whose parents suffer significant socio-economic problems. The economic crisis and neoliberal policies which follow have the potential to divide the poor and build conflict between them, overlooking the external sources of their impoverishment. Since they all fiercely compete for resources and/or employment, they all equally suffer being excluded, discriminated, forgotten and silenced. In such a context it is necessary for schools to pull together from the beginning to protest against the construction of economic subjectivities from the earliest of childhood and a modus Vivendi dictum based on crude social Darwinism which revitalises the most worrying of discourses and practises which filter into schools and communities and begin to reduce the Other to the terrible condition of enemy. These discourses and practises require us to examine how an alternative human dream of equality might be converted into the axis around which school projects and practices revolve from the beginning of schooling. This paper reports on one project that seeks to achieve these goals and reflects on its failures and successes.
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