Fuentes - 2019 - Vol. 21 - Nº 2

URI permanente para esta colecciónhttps://hdl.handle.net/11441/91330

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Examinando Fuentes - 2019 - Vol. 21 - Nº 2 por Materia "Cultural diversity"

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    Estrategias de docentes en centros educativos que se transforman a favor de la equidad
    (Universidad de Sevilla, 2019) García-Cano Torrico, María; Márquez Lepe, Esther; Universidad de Sevilla. Departamento de Sociología
    This paper analyses the strategies developed by teachers working in schools that are pursuing school change projects geared towards equity and social justice. These teaching projects have emerged in schools with a view to improving school life, reducing absenteeism and academic failure among pupils. The purpose of this paper is to identify the strategies used by teachers to project pedagogical change and interpret the certainties and uncertainties generated by this change. The research is exploratory and qualitative and was conducted in two Early Years and Primary Schools selected intentionally, located in two towns in Andalusia (Spain) and in contexts of socio-economic inequality. Data were generated through semi-structured interviews conducted with teachers and the school management teams over the course of four months in each school. The findings highlight school change strategies such as: shared work, team training, teachers’ personal commitment, and dialogue with families and social organisations. Differences are observed between the two contexts, which are used to interpret the certainties and uncertainties generated throughout the entire development of the school change project, and which are linked to two elements: the different stages of each of the teaching projects (in transition or consolidated) and the different ownership structures of the schools (state-owned or private/grant-maintained).