Development and Design of Programmes for the Integral Education of Minorities and the Dialogue between Cultures
Author(s):
Antonio Medina (presenting / submitting) María-C Domínguez María-C Medina Raúl González
Conference:
ECER 2013
Network:
11. Educational Improvement and Quality Assurance
Format:
Paper

Session Information

11 SES 13 A, Promotion of Social and Cultural Integration

Paper Session

Time:
2013-09-13
11:00-12:30
Room:
D-312
Chair:
Antonio Medina

Contribution

INTRODUCTION

 

The minority training and didactic treatment of the dialogues between cultures it is an innovative line, which we have worked during the last years, especially the ones developed in (from 2010 to 2012, video games enterprises, Medina, super and Medina), (2010), (2012) creation of new forms of communication and the recognition of innovators aspects (Bank 2009) Domínguez (2006) Medina (2004)

 

INVESTIGATION PROBLEMS

 

Identify the basis, patterns and components (methods-tasks-means) relevant for the construction of a plan, which promotes the integral education of minority students, singularly the Romany ones, creating useful practical situations and projected on the integral development of the Romany community .

 

OBJECTIVES

 

Plan a program of integral formation for minority citizens and especially GYPS.

Identify the more appropriated typology of methods, means and tasks in order to innovate the educative processes.

Use websites, instructive programs and informatics resources to develop the integral formation of students.

Add video games to the educational processes of GYPS students.

Method

It has been explained one methodological priority modality of the study of case (Seamiton and Corbett_Whittler(2013), Atkin and Wallale (2012) It has been assured of: Analyzed interviews with the direct and perseverant observation of the tasks, one of websites and videogames used by the students ( one model of questionnaire designed with open questions, invitation to narratives and tasks analysis) ANALYSIS OF INFORMATION We employ processes of methodological triangulation ( study of case, interviews and observation), which focuses on the analysis of the most predominant features. By means of the application of AQD and ATLASTIC, which at the same time that the process of complementarity come true experts and components of the programme ( methods, tasks, means and experts)

Expected Outcomes

It is confirmed the persistence of adjusted programmes to minorities and permanently improved. Incorporation on the processes of teaching-learning of the classrooms, most valued discoveries of the programme: •Design of videos-microvideos •Analysis of different situations of the gipsy culture. •Use of video games •Creation of tasks supported of dance, music and culture of the GYPS. •The employment of websites, data bases and web-quest are suitable to motivate the students and give an innovative sense of the learning processes of the students. •The coherent use of video games, adapted to expectations, interests and needs of the Romany students improve their integral formation and originates creative expectations.

References

Seamitton, L. Y Corbet-Whittier (2013) Using case study in education research. London, SAGE Atkinson, L. and Wallace, Si (2012) Qualitative research in education London, SAGE Garfinkel 4 (2006) Estudios en Etnometodología; Barcelona, Anthropos. Le Compte, D.Mo Milfroy, W. and Preissle, J. (1992) The handbook of qualitative Research in Education. San Diego, Academic press

Author Information

Antonio Medina (presenting / submitting)
UNED-University of Distance Education
Diddactic
Madrid
María-C Domínguez
UNED-University of Distance Education, Spain
María-C Medina
UNED-University of Distance Education, Spain
Raúl González
UNED-University of Distance Education, Spain

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