This article examines how mobility is incorporated into the lives of young people growing up in rural border regions of continental Portugal. It also explores how municipalities are dealing with the contemporary imperative of mobility and its consequences. Young people from these regions are affected by decisions to leave to continue studying in higher education, or to find a job. Combined, these lead to an outward migration trend and thus loss of human capital. This paper is based on a multi-method research project carried out in the border regions and involves young people and other stakeholders from 38 municipalities. The data were selected from a questionnaire completed by young people (9th–12th grade; n = 3968), 38 semi-structured interviews with local policymakers, 50 biographical interviews, and 5 focus groups with young people. Results indicate that although most young people aspire to further education and do not fear leaving their region, they nonetheless tend to integrate the necessity to be mobile into their biographies. Hence, they do not associate it with displacement or as being tantamount to abandoning their region, and to which some of them want to return. We consider that in parallel with learning to leave local sentiments, policies, and actions are emerging towards coalescing a trend of learning to stay and returning. We propose an interpretation of this tendency as indicative of new understandings around these peripheral territories and which are shaped by young people’s experience of reconciling a sense of belonging to place and any associated mobilities.
Resumen. Los sistemas educativos están colonizados por una moral neoliberal. Este artículo tiene como objetivo mostrar una experiencia disruptiva de investigación-acción colaborativa en un centro de educación secundaria de un contexto desfavorecido de Málaga. Desde un enfoque crítico y decolonial se abordan las transformaciones originadas en relación con las resistencias y fricciones, la innovación y la participación e inclusión, entre otras cuestiones. Se promueve pasar a una concepción más justa y democrática de escuela.Palabras clave. Prácticas disruptivas, pedagogía crítica, educación decolonial, investigación acción, educación secundaria.
El aula multigrado es una de las señas de identidad de las escuelas rurales, sus características y singularidades pedagógicas y organizativas la convierten en un espacio educativo y escolar particular y heterogéneo. A través de entrevistas abiertas y grupos de discusión recuperamos las voces del profesorado de educación infantil y primaria que desarrolla su práctica en centros educativos ubicados en entornos rurales. El objetivo principal de la investigación es conocer las potencialidades y debilidades de las aulas multigrados a partir de diversas experiencias docentes. Los resultados revelan las potencialidades contextuales, pedagógicas y didácticas inherentes al aula multigrado, mostrando una escuela rural inclusiva, cooperativa y abierta a las nuevas tecnologías y a las metodologías didácticas, pero también nos acercan a conocer las debilidades de la escuela rural, relacionadas principalmente con la dotación de recursos humanos y materiales y la formación inicial y continua del profesorado, revelándose como una escuela poco conocida por los docentes noveles, por los estudiantes de magisterio y por el profesorado universitario.
Objectives:The challenges of improving the integration of care for older people with complex care needs are well recognised. Evidence suggests that solutions should be co-designed with older people to ensure they are contextually relevant and person-centred. Methods: As a first step in a co-design project to improve integrated care for older people, seven interviews and three workshops were held with older people and service providers. Data collected via recordings, notes and journey maps were inductively analysed. Results: Five themes were identified: relationships and roles, patient capacity and safety, information and systems, multiway communication, and transitions and flow. This created a more holistic and person-centred picture of integrated care than typically derived from published literature. Conclusions: Older people perceive integrated care from relational, organisational, informational and individual viewpoints. This reinforces the central importance of adopting a person-centred, as opposed to health system-focused, approach to designing and implementing integrated care solutions. K E Y W O R D Saged, community participation, integrated delivery of health care, knowledge translation, patientcentred care, qualitative research Policy ImpactThis research indicates that older people perceive integrated care from relational, organisational, informational and individual viewpoints, which contrasts with much of the extant literature on integrated care. This highlights the need to define and refine the problem with stakeholders before embarking on the design and implementation of integrated care solutions. Practice ImpactThis research indicates that older people identify individual, informational, cultural and systemic barriers to integrated care, but there are also significant social and relational enablers that can be built on by health-care providers to create a more integrated care experience for older people. How to cite this article:Marshall A, Rawlings K, Zaluski S, Gonzalez P, Harvey G. What do older people want from integrated care? Experiences from a South Australian co-design case study.
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