Workshop Experience: A Means of Fostering Ties with the Neighborhood in a School in the Region of Murcia

Martínez, Josefina Lozano; Máiquez, Mari Carmen Cerezo; Reche, Irina Sherezade Castillo

doi:10.1016/j.sbspro.2017.02.114

Cited by 3 publications

(1 citation statement)

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“…working together with people from the local senior citizens centre. This pilot experience would then be evaluated with a view to extending similar practices across the rest of the school in the future (Lozano, Cerezo and Castillo 2017).…”

Section: Case Study 1: Building Collaborative Networkmentioning

confidence: 99%

Opening up participatory spaces: a way of rethinking school practices linked to territory

Ciges

Aguado

Lozano

et al. 2021

Educational Research

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Background: For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose:The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion.Method: Through participatory projects across four infant and primary schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques.Findings: Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory.Conclusions: Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.

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Section: Case Study 1: Building Collaborative Networkmentioning

confidence: 99%

Opening up participatory spaces: a way of rethinking school practices linked to territory

Ciges

Aguado

Lozano

et al. 2021

Educational Research

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La participación de los diferentes sectores de la comunidad escolar en la acogida del alumnado extranjero: la visión de las familias

2023

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En el presente trabajo se describe parte de una investigación llevada a cabo en la Región de Murcia con el objetivo general de analizar la acogida del alumnado extranjero desde la perspectiva de las familias, los docentes y el alumnado. En esta ocasión tomamos como objeto de estudio las familias y nos centramos en cómo perciben la acogida en sus centros y qué propuestas dan para mejorarla. La recogida de información se ha realizado a través de un cuestionario que ha sido cumplimentado por 2193 familias de 17 centros educativos de Educación Infantil y Primaria. Los resultados obtenidos muestran que existen un alto grado de satisfacción por parte de las familias en cuanto a la acogida del alumnado de origen extranjero, y nos guían en la búsqueda de las alternativas inclusivas que determinen las condiciones que deben darse en los centros educativos para que la diversidad cultural instaure una oportunidad de crecimiento en dicho entorno, evitando respuestas segregadoras y garantizando la igualdad de derechos y oportunidades de todo el alumnado y sus familias.

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¿Es necesaria la formación del profesorado en metodologías inclusivas?

Martínez¹,

Cava²,

Minutoli³

et al. 2021

REIFOP

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El desafío, que actualmente se plantea la escuela, es el de conjugar la didáctica curricular con la inclusión educativa. La inclusión social y escolar desempeña hoy un papel fundamental en la aplicación de políticas y prácticas educativas eficaces e inclusivas. Pero, cabría preguntarse, ¿están preparados los docentes para ello? ¿Las metodologías y sus organizaciones responden a estos enfoques inclusivos? O, por el contrario, ¿se necesita más formación para los docentes generalistas? La investigación que se presenta indaga, a través de un cuestionario, en estos aspectos. Los resultados muestran la percepción de 606 profesores curriculares y de apoyo de las escuelas secundarias de segundo grado estatales de la ciudad italiana de Messina. El análisis de los datos pone de manifiesto la necesidad de una mayor formación y colaboración entre los profesores; así mismo, evidencia diferencias estadísticamente significativas en relación con la formación inicial del docente respecto a la respuesta a la diversidad y su valoración respecto a las ventajas que la inclusión puede aportar al aprendizaje, al clima socioafectivo y al crecimiento profesional. The challenge the school must take up currently is to combine school teaching activities with educational inclusion. Social and school inclusion has a key role in implementing efficient and inclusive educational policies and practices. However, a question should not be left unanswered: are teachers ready for this? Are methodologies and their techniques in line with these inclusive approaches? Or, on the contrary, is it necessary to have more training for generalist teachers? The aim of this paper is to investigate, through a questionnaire, these aspects. The results show the perception of 606 curricular and support teachers in high schools in the town of Messina. Data analysis reveals the need for a higher level of training and cooperation among teachers and at the same time points out statistically significant differences among teachers’ initial trainings in relation to response to diversity and their opinions about the benefits inclusion can have on learning, socio-affective environment and professional advancement.

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Workshop Experience: A Means of Fostering Ties with the Neighborhood in a School in the Region of Murcia

Cited by 3 publications

References 1 publication

Opening up participatory spaces: a way of rethinking school practices linked to territory

Opening up participatory spaces: a way of rethinking school practices linked to territory

La participación de los diferentes sectores de la comunidad escolar en la acogida del alumnado extranjero: la visión de las familias

¿Es necesaria la formación del profesorado en metodologías inclusivas?

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