Cultural Intelligence to Overcome Educational Exclusion

Oliver, Esther; Botton, Lena de; Soler, Marta; Merrill, Barbara

doi:10.1177/1077800410397805

Cited by 27 publications

(21 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Let me help you this so that we can do together", children felt, when faced with similar situations, they also should help each other to do as a team. In facilitating this second life-enriching learning programme, we placed stress on the following principles of actions and processes, which were identified as effective in previous studies Flecha and Soler 2014;Oliver et al 2011;Sheldon and Epstein 2002;Sheldon 2007;Valls and Kyriakides 2013). The first was promoting small-group dialogical interactions.…”

Section: Results Of Applying the Transformative Approachmentioning

confidence: 99%

Transformative educational actions for children in poverty: Sen's capability approach into practice in the Korean context

Kim

2017

Educ. as change

View full text Add to dashboard Cite

by adopting Sen's capability approach, this study explores transformative educational actions for children in poverty to develop their capabilities for learning for life. Sen's capability approach provides a framework for why it is important to foster the capabilities of children in poverty and what is required to help these children to improve their capabilities for life. with the use of critical communicative methodology, transformative educational actions were positioned to foster expansive capabilities for life. This study suggests that the issue of poverty and its impact on children and education equality can be better tackled from the perspective of capability enhancement.

show abstract

Section: Results Of Applying the Transformative Approachmentioning

confidence: 99%

Transformative educational actions for children in poverty: Sen's capability approach into practice in the Korean context

Kim

2017

Educ. as change

View full text Add to dashboard Cite

show abstract

“…In both cases, learning and transformation apparently depend on interactions based on dialogue among equals. The establishment of this dialogue requires knowledge of cultural intelligence (Oliver, De Botton, Soler, & Merrill, 2011). The results of Includ-ed prove the effects of literary conversations, in which participants and the contexts in which they are developed go beyond the acquisition of specific knowledge and of a concrete space.…”

Section: The Transformative Power Of Literary Dialogues: From Prison mentioning

confidence: 99%

Luis, From Ex-Prisoner to Neighborhood Representative and Interlocutor With Public Administrations

Melgar

2015

Qualitative Inquiry

View full text Add to dashboard Cite

As an ex-prisoner from a ghetto in Albacete (Spain), Luis's aspirations were constrained to either obtaining a seasonal job when possible or resigning to becoming a permanent user of social services. However, his participation in dialogic spaces such as Dialogic Literary Gatherings (DLG) made him dream that a different life was possible, not only for him but also for his children. In the DLG, he began a process of personal transformation that allowed him to become one of the most appreciated representatives of his neighborhood and a core interlocutor with several public administrations. The authors consider how dialogic spaces such as the DLG become sources of hope and sense-making to people such as Luis and note the elements that enable them to overcome social exclusion while inspiring them to fight for the achievement of social justice in their communities.

show abstract

“…El ámbito convivencial también requiere de más tiempo para recoger sus frutos pues, para ello, es prioritario establecer lazos de colaboración del centro con la familia y la comunidad educativa (Dearing, Kreider, Simpkins, y Weiss, 2006;Flecha, 2009;García y Villar, 2011). Esto es, asentada la participación de todos los agentes implicados y logrados vínculos de colaboración, puede concluirse que la convivencia mejora (Flecha, 2009;Oliver, Merril, 2011). En este sentido, puede decirse que el colegio está bien encauzado pues la participación en sus distintos planos ha sido constatada en este primer curso en base a las impresiones de unos y otros como ha podido leerse en los testimonios aquí presentados.…”

Section: Discusión Y Conclusionesunclassified

Grupos interactivos: estrategia para la mejora de la convivencia, la participación y el aprendizaje.

Luis

Ocón

2015

Rev. Complut. Educ

View full text Add to dashboard Cite

ResumenLos grupos interactivos son un modo de trabajo en el aula que se aprovecha de los beneficios del aprendizaje dialógico, de las interacciones entre las personas y para ello, el alumnado se agrupa de modo heterogéneo bajo la tutela de una persona adulta, cuya responsabilidad es garantizar la participación de todos sus miembros. Esta actuación se perfila como una evidencia de éxito propia de las escuelas inclusivas convertidas en comunidades de aprendizaje. Su puesta en escena requiere de un tiempo para asimilar sus principios y, por ello, el objetivo de este trabajo es presentar las dificultades así como las ventajas encontradas a partir de la experiencia incipiente del Colegio Caballero de La Rosa de Logroño. La metodología utilizada ha sido la investigación acción participativa al contar con los distintos agentes partícipes: familiares, profesores y alumnado en dos focus groups llevados a cabo al inicio y fin del curso 2012/2013 con objeto de contrastar las primeras impresiones con aquellas más asentadas tras un periodo de rodaje y así extraer resultados desde la práctica. Los resultados se organizan en torno a tres ámbitos impulsados en las comunidades de aprendizaje: académico, convivencial y participativo. Se evidencia que los grupos interactivos han logrado una mayor implicación del alumnado motivados por la dinámica de la misma y que la colaboración de familiares y agentes externos así como los vínculos establecidos entre todos los implicados revierten en los resultados de aprendizaje y mejoran la convivencia. Lejos de intrusismo, la posibilidad de contar con más personas en el aula ofrece lentes nuevas que pueden aportar mejoras en la convivencia y dar más luz al aprendizaje de los alumnos. Palabras clave: aprendizaje, interacción y participación. AbstractInteractive groups are a way of classroom work that takes advantage of the benefits of dialogic learning, of interactions between people, and for that, students are grouped heterogeneously under the tutelage of an adult, whose responsibility is to ensure the participation of all its members. It is a performance that is emerging as an evidence of successful inclusive schools turned into learning communities. Its staging requires time to assimilate its principles and therefore the aim of this paper is to present the difficulties as well as the advantages collected

show abstract

Cultural Intelligence to Overcome Educational Exclusion

Cited by 27 publications

References 9 publications

Transformative educational actions for children in poverty: Sen's capability approach into practice in the Korean context

Transformative educational actions for children in poverty: Sen's capability approach into practice in the Korean context

Luis, From Ex-Prisoner to Neighborhood Representative and Interlocutor With Public Administrations

Grupos interactivos: estrategia para la mejora de la convivencia, la participación y el aprendizaje.

Contact Info

Product

Resources

About