Contrasting Scientific Knowledge With Knowledge From the Lifeworld: The Dialogic Inclusion Contract

Abstract

The Dialogic Inclusion Contract (DIC) consists in an agreement between the scientific community and social agents to define successful actions aimed at overcoming social exclusion in highly underprivileged areas. Taking the case of a Spanish neighborhood that is generating important transformations, this article explores the process of defining these successful actions by the means of contrasting the scientific community knowledge and the one arising from the experiences of the people living and working in that particular neighborhood. The contrast is analyzed through three principles that are part of the Critical Communicative Methodology (CCM): communicative rationality, elimination of the interpretative hierarchy, and considering people as transformative social agents.

How Conflicts are Resolved in Three Learning Communities //¿Cómo se resuelven los conflictos en tres comunidades de aprendizaje?

“…The solutions reached using the community model focus on empathy, active listening, experiencebased knowledge, respect and trust, all of which enable people within the community to assume joint responsibility for resolving any conflicts (Flecha & García, 2007;Oliver, 2014;Padrós, 2014;Padrós et al, 2011). Conflicts generate learning opportunities which help foster peaceful coexistence.…”

“…Meetings between the different groups which together make up the community are encouraged and fostered. The last phase is the learning contracts phase, which helps foster commitment to joint collaboration and encourages active listening and the shouldering of individual responsibilities (Padrós, García, De Mello, & Molina 2011;Petreñas, Puigdelli vol, & Campdepadrós, 2013). No one in the community is pushed to the sidelines, and everyone, no matter their origin, plays a key role in the working dynamics generated, through mixed commissions, interactive groups and open debates, in which families and volunteers form a natural part of the open education process (Valls & Kyriakides, 2013).…”

Full Issue

“…Dados estos resultados, pudiendo incluso cambiar la situación de exclusión de un barrio ghetto (Padrós, García, De Mello, & Molina, 2011), el Council of the European Union (2011a, 2011b) ya ha recomendado el proyecto de Comunidades de Aprendizaje como vía para superar el abandono y el fracaso escolar en Europa. Recientemente, la Organization for Economic Cooperation and Development (OECD, 2012) publicó un informe en el que se identifican las escuelas que son Comunidades de Aprendizaje como un modelo exitoso de innovative learning environment.…”

Currículum transformador de formación inicial para profesores en contextos de vulnerabilidad social

“…La recogida de información se realizó mediante la técnica de grupo de discusión comunicativo -GD-, que consiste en "obtener información mediante un diálogo igualitario basado en pretensiones de validez, donde las teorías e investigaciones científicas sobre el tema de estudio se contrastan con los saberes y opiniones de las personas del grupo" (GóMEZ et al, 2006, p. 84;AUBERT;MELGAR;VALLS, 2011). Una vez alcanzados los consensos sobre las demandas de formación inicial entre investigadores e investigados se transcribió la información para luego aplicar los criterios de rigor propios de esta metodología, a saber, diálogo intersubjetivo, pretensión de validez y compromiso, a partir de los cuales es posible dar garantía del carácter comunicativo de la data empírica (PADRóS et al, 2011).…”