‘We Have a Common Goal’: Support Networks For the Educational and Social Development of Children in Disadvantaged Areas

Román, Cristóbal Ruiz; Molina, Lorena; Alcaide, Rocío Carvajal

doi:10.1093/bjsw/bcz063

Cited by 12 publications

(8 citation statements)

References 9 publications

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“…In general terms, our analysis highlights how this type of collaboration contributes to the autonomous learning of organizations, increasing their capacity for action and conflict resolution; favors the sense of belonging to the community and eradicates individual isolation and competitiveness; promotes the improvement and innovation of the school demanded by the new century; and transmits this new way of working across society, making it fairer and more equitable. Likewise, the effectiveness of this type of network for the development of centers in vulnerable and challenging contexts is also highlighted, an aspect that coincides with the study by Ruiz-Román et al. (2019) and that of Tyshkevych and Obidniy (2018), with the latter focused on rural contexts.…”

Section: Discussionmentioning

confidence: 52%

“…A network can be defined as a set of elements (nodes) -interconnected people, systems, or organizationsthat somehow relate to each other, exchange knowledge to support each other, increasing their learning (Borgatti and Halgin, 2011;Kools and Stoll, 2016). In the educational field, there has been a growing demand to promote this type of dynamic relationship between teachers, schools and other educational sectors to transform teaching practices, promote student development, improve learning, enhance the exchange of resources, or contribute to educational equity (Ainscow et al, 2020;Armstrong et al, 2021;Ruiz-Rom an et al, 2019;Rinc on-Gallardo and Fullan, 2016). One example is the network created by Ainscow et al (2007) Fortunately, this innovative current of collaboration has undergone a certain evolution.…”

Section: Networking and Educationmentioning

confidence: 99%

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Educational constellations: a systematic review of macro-networks in education

Barrero-Fernández

Mula-Falcón²,

Domingo³

2022

IJEM

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PurposeNowadays, networks are the basic core of social organization and interaction; consequently, networking has become an indispensable requirement in today's societies. In education, the development of different types of collaborative networks has been observed, leading, in recent years, to the creation of educational macro-networks that generate links between schools and different types of institutions. Therefore, this study consists of a systematic review to examine the most relevant findings on this type of educational macro-networks. The authors’ objectives were: to examine the main characteristics of this type of networks; to analyze the consequences they cause; and to determine which aspects contribute to or hinder their construction and development.Design/methodology/approachA bibliographic search was carried out in Web of Science, SCOPUS and Education Resources Information Center, which yielded a total of 29 studies that were analyzed thematically using Nvivo software.FindingsAmong the most noteworthy results are: the wide variety of existing structures; the benefits they generate in terms of learning outcomes, educational equity and the reduction of inequalities; and the influence exerted by the type of leadership and policies in the development of this macro-networks. Finally, future lines of research and policy implications for practice are highlighted.Originality/valueIn this society, networks have become the basic core of an organization and the new form of social interaction. As a result, networks have begun to play a fundamental role in today's societies, even permeating various spheres such as education. In this context, it is essential to analyse this type of relationship in the field of education in order to truly understand its implications in this sector as well as its development and structure.

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Section: Discussionmentioning

confidence: 52%

Section: Networking and Educationmentioning

confidence: 99%

Educational constellations: a systematic review of macro-networks in education

Barrero-Fernández

Mula-Falcón²,

Domingo³

2022

IJEM

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“…REVISTA DE EDUCAÇÃO E HUMANIDADES, N.º 17, 2020, 273-293 definida por Echeita y Ainscow (2011) como un proceso participativo que busca la presencia, la participación y el éxito de todo el alumnado, especialmente de aquel en riesgo social. Con todo, y aunque exceda el foco de este artículo, nuestro proyecto de investigación no se queda en el examen de las adversidades que sufre el barrio sino que también indaga la promoción de la resiliencia ante ellas que desde hace años despliega la red socioeducativa de Los Asperones (Juárez, 2017;Ruiz-Román et al, 2018. Dentro de ella, el papel crítico del CEIP María de la O ha alcanzado tal relevancia que el 25 de febrero de 2020 fue galardonado por el Gobierno autonómico con el premio Bandera de Andalucía de la solidaridad y la concordia.…”

Section: Discussionunclassified

(En)Cerrar el círculo de la marginación: control actuarial y cárcel en Los Asperones

Fernández-Delgado

Gómez

2020

DEDiCA

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Este artículo surge de un proyecto de investigación sobre trabajo socioeducativo en red y resiliencia en el barrio marginado de Los Asperones (Málaga, España) y pretende indagar, a través de un estudio sociodemográfico, 53 entrevistas y 7 grupos focales, las líneas de fuerza de las políticas de control social que, obedeciendo a una lógica más amplia de neutralización, apuntalan la marginación de sus habitantes. Dichas políticas de control social son enmarcadas en la racionalidad gubernamental (neo)liberal examinada por Michel Foucault y, dentro de ella, en la lógica actuarial que en este caso se aplica al control social de poblaciones cada vez más consideradas de riesgo, y no en riesgo de exclusión social. Este recorrido nos llevará finalmente a abordar la reclusión carcelaria, cuya expansión récord en España (con un significativo sesgo histórico de género, pero sin correlación alguna con la tasa de criminalidad) se ceba aún más en Los Asperones.

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“…Generally, it is assumed that social workers who partner with colleagues from other organisations are able to draw on a broader range of skills, resources and expertise to address social issues. Ruiz-Román et al (2019), for example, highlight how support networks among social work organisations, educational institutions and public authorities enhance responses to shared socio-educational problems in a disadvantaged area of Malaga (Spain). Similarly, Provan and Milward (2001) consider networks of community-based health, human services and public welfare organisations as 'service delivery vehicles' dealing with complex issues of vulnerable target groups in ways that a single organisation could not.…”

Section: Social Work and Interprofessional Collaborationmentioning

confidence: 99%