Spaces free of violence: the key role of Moroccan women in conflict prevention in schools. A case study

Serradell, Olga; Ramis, Mimar; Botton, Lena de; Solé, Carlota

doi:10.1080/09589236.2019.1620096

Cited by 16 publications

(16 citation statements)

References 11 publications

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“…Data analyzed in INCLUD-ED showed how both schools (La Paz and Montserrat) improved not only their academic results but also their problems of coexistence, when they incorporated the Successful Educational Actions (Serradell, Ramis, de Botton, & Soler, 2019). In La Paz school, they first stopped the high absenteeism register when the center was San Juan School and later they experienced a gradual improvement of academic results, especially in subjects where successful educational actions were implemented first and intensively.…”

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confidence: 99%

Science With and for Society Through Qualitative Inquiry

Gómez

2019

Qualitative Inquiry

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This article is based on the keynote speech addressed by the author for the 15th International Congress of Qualitative Inquiry that took place in the University of Illinois at Urbana-Champaign on May 16, 2019. It is presented as a part of the research work carried out first by my father who came to this Conference the first year and by my research center CREA (Community of Research on Excellence for All) in the last 25 years. I directly connect our way of doing research, with and for society, with three stories of personal transformation, resistance, and improvement of very special people. These stories show the social impact of our research when we work with and for the people, changing the world.

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confidence: 99%

Science With and for Society Through Qualitative Inquiry

Gómez

2019

Qualitative Inquiry

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“…Currently, the school is developing several actions that involve community participation and contribute to create an inclusive environment for all students, including the dialogic model of conflict prevention and resolution (Serradell et al, 2020 ), dialogic training for families and teachers, mixed committees, and a tutored library. This paper analyses the main actions that the school has introduced in the schedule to guarantee the inclusion of students with special needs, namely Interactive Groups (IG), Dialogic Literary Gatherings (DLG), and Co-Teaching (CoT).…”

Section: Methodsmentioning

confidence: 99%

Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

et al. 2021

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Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

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“…Social sciences have made, and are increasingly making, contributions promoting social impact (Aiello et al, 2020 ) in education (Rios-Gonzalez et al, 2019 ; Yeste et al, 2019 ; Duque et al, 2020 ; Ruiz-Eugenio et al, 2020b ), ethnic and cultural minorities (Gómez et al, 2019 ; Khalfaoui, 2019 ; Garcia Yeste et al, 2020 ; Serradell et al, 2020 ), gender, sexuality and masculinities (Foraster and Morlà, 2019 ; Serrano Amaya and Ríos González, 2019 ; Merodio et al, 2020 ; Salceda et al, 2020 ), communication and digital media (Madrid et al, 2020 ; Pulido et al, 2020a , b ; Rodríguez et al, 2020 ) or occupation and organizations (Campos et al, 2020 ; Mara et al, 2020 ; Redondo-Sama, 2020 ; Tellado et al, 2020 ), among others. However, when we look at the scientific and theoretical production throughout the history of social sciences, a great fragmentation can be observed, having little interdisciplinarity and little connection between what authors in the different disciplines are contributing.…”

Section: The Fragmentation Of the Social Sciencesmentioning

confidence: 99%

Contributions of Socioneuroscience to Research on Coerced and Free Sexual-Affective Desire

Racionero-Plaza

Puigvert

Soler-Gallart

et al. 2022

Front. Behav. Neurosci.

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Neuroscience has well evidenced that the environment and, more specifically, social experience, shapes and transforms the architecture and functioning of the brain and even its genes. However, in order to understand how that happens, which types of social interactions lead to different results in brain and behavior, neurosciences require the social sciences. The social sciences have already made important contributions to neuroscience, among which the behaviorist explanations of human learning are prominent and acknowledged by the most well-known neuroscientists today. Yet neurosciences require more inputs from the social sciences to make meaning of new findings about the brain that deal with some of the most profound human questions. However, when we look at the scientific and theoretical production throughout the history of social sciences, a great fragmentation can be observed, having little interdisciplinarity and little connection between what authors in the different disciplines are contributing. This can be well seen in the field of communicative interaction. Nonetheless, this fragmentation has been overcome via the theory of communicative acts, which integrates knowledge from language and interaction theories but goes one step further in incorporating other aspects of human communication and the role of context. The theory of communicative acts is very informative to neuroscience, and a central contribution in socioneuroscience that makes possible deepening of our understanding of most pressing social problems, such as free and coerced sexual-affective desire, and achieving social and political impact toward their solution. This manuscript shows that socioneuroscience is an interdisciplinary frontier in which the dialogue between all social sciences and all natural sciences opens up an opportunity to integrate different levels of analysis in several sciences to ultimately achieve social impact regarding the most urgent human problems.

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Spaces free of violence: the key role of Moroccan women in conflict prevention in schools. A case study

Cited by 16 publications

References 11 publications

Science With and for Society Through Qualitative Inquiry

Science With and for Society Through Qualitative Inquiry

Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

Contributions of Socioneuroscience to Research on Coerced and Free Sexual-Affective Desire

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