Fuentes - 2019 - Vol. 21 - Nº 2

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

Examinar

Mostrando 1 - 10 de 10

Presentación. Fuentes, 21, 2
(Universidad de Sevilla, 2019) Aguado Odina, Teresa; Melero, Héctor S.; Dietz, Gunther
Educación inclusiva y democracia
(Universidad de Sevilla, 2019) Gaete, Alfredo; Luna, Laura
In this article it is argued that inclusive education can be construed as a response to the crisis of modern democracy and its school project. Such a response consists, in part, in the production of a new school normativity, in the light of the ideals of participative democracy. The argument tackles the origins of schooling after the democratic revolutions that took place during the 18th and 19th centuries, presents the main features of participative democracy, and shows the connections between the latter and the inclusive project in education. These considerations are expected to clarify the concept of inclusive education, given the current lack of agreement about it.
La elección de centro como mecanismo de segregación social
(Universidad de Sevilla, 2019) Bernal Agudo, José Luis; Vera Báez, Carlos
The aim of this article is to provide more evidence regarding the effects of the free choice of school on equal opportunities, and, thus, on the equity of the educational system, based on the experiences and statements of families themselves. This work is part of a much broader empirical study carried out in Zaragoza in 2013–2015, entitled “Choosing a school in Aragon: parental reasoning and strategies in choosing a school”). The interviews (43 done in depth) and questionnaires (covering 1 837 families) raised three factors that determine parental participation in the selection process: scope, diversity, and quality of the educational offer. Two variables are highlighted that strongly affect family participation in the choice of school: the level of parental education, and family income, which determine the fact that, although there are eligible schools, they are not always accessible to all families. All have the opportunity to choose, but those opportunities are fewer for those who have less. That direct relationship has a name: inequality, functioning as a silent but effective mechanism for social segregation. The conclusion is that freedom of choice per se does not guarantee equal opportunities, and that, if it does not go hand-in-hand with policies aimed at reducing the initial inequalities that exist between families, freedom of choice becomes a subliminal form of social segregation that exists between families, freedom of choice becomes a subliminal form of social segregation.
Redefiniendo el territorio de la escuela: espacios educativos y curriculum escolar para la transformación social
(Universidad de Sevilla, 2019) Sales, Auxiliadora; Traver Martí, Joan A.; Moliner, Odet
The study is focused on a project of a school and community transformation process developed in a rural school that review the curricular practices in order to link to territory from an intercultural and inclusive framework. The method is a case study. A Learning Service project is planned and implemented in order to link the school curriculum with the needs of the territory. The aim is to describe and analyse how the processes of participation of the educational community and the democratic negotiation of the school curriculum have enhanced the cohesion of the educational community around a common goal in a territory in tension. The qualitative tools to collect and produce data have been participant observation, interviews and focus groups. The results show that the practice of the ApS has been an opportunity for students to learn curricular contents and develop competences connected to their own context. The curricular practice makes to think about educational spaces critically, enhancing the students’ empowerment in defense of the right to a dignified school of quality. The permeability of the school and its positioning as an agent of social change appear as key factors in the development and management of a democratic school.
Lograr la equidad en educación a través de competencias interculturales e intersociales
(Universidad de Sevilla, 2019) Santaolalla Rueda, Pablo
During a research carried out for 6 years between Spain and Mexico, we have been observing five Secondary schools. In all these multicultural educational centers, we observed the phenomenon about ‘failure’ and/or educational ‘success’ and how students overcome (or not) Middle School. Carried by an Implied-Applied Research (Santaolalla, 2016a), we questioned in what grade the cultural and the social class phenomenons impact on this ‘overcoming’. From an initial participative observation, a first concern arises: knowing that the five schools (public, private, at the ‘center’ and the ‘periphery’ of the city, ‘rich’ and ‘poor’, ...) are multicultural, Why Educational systems works in some schools and does not in others? If it is not exclusively related to multiculturality, there must be another impact factor. Result shows that, although multiculturalism is a mandatory aspect to be taken into account in educational action plans, we are forgetting about another key factor: social class (as it operates as a segregation system). Focusing in inclusion, equity and social justice, the present article aims to show how the teaching-learning process needs to provide Intercultural and Intersocial Competences as the backbone of Education to answer the present and future needs.
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).
Las creencias multiculturales e igualitarias en una Europa en transformación. Análisis de la perspectiva del profesorado del Sur de Italia
(Universidad de Sevilla, 2019) Soriano Ayala, Encarnación; Cala, V. C.; Isgró, Girolama Roberta
Europe is going through one of the most regressive moments in terms of rights for migrants. Policies that justify the questioning of rights are based and, in turn, contribute to the formation of certain beliefs towards diversity. These beliefs in the teaching staff condition the teaching-learning processes, the modes of relationship and the transmission of values within the classroom. This study focuses on knowing teachers' beliefs towards multiculturalism and equality in Southern Italy, one of the areas with the greatest migration control in Europe. For the research, the Cultural Beliefs for Teachers Scale (TCBS) was validated cross-culturally (through exploratory and confirmatory analysis) that was applied to 300 teachers from Sicilian public schools. The results show, despite the political context, that teachers maintain positive beliefs towards equality and multiculturalism. Women manifest more positive beliefs towards multiculturalism in the classroom than their male peers, while the group with more years of teaching offers worse results towards multiculturalism outside the classroom. This general overview offers an image of schools as potential spaces for democratic resistance. However, there is a need to develop new instruments that assess contemporary forms of discrimination more concretely and sensitively.
¿Igualdad de oportunidades? Más que el mero acceso: narrativas de jóvenes con trayectorias de fracaso y abandono temprano de la educación en España y Portugal
(Universidad de Sevilla, 2019) Morentin-Encina, Javier; Ballesteros Velázquez, Belén; Mateus, Sandra
La equidad e igualdad de oportunidades en educación son objetivos presentes en los marcos legislativos de los países de la Unión Europea. Uno de los indicadores utilizados por excelencia para garantizar el cumplimiento de estos objetivos es el Abandono Temprano de la Educación y Formación (ATEF). En los últimos años el nivel de abandono ha disminuido en países como España y Portugal, escenarios de nuestro estudio. Sin embargo, debido a la complejidad de los procesos de abandono, no podemos atribuirlo a una única causa. Nuestro interés es analizarlo desde la experiencia escolar: cómo se vive el ATEF y cómo se piensa una escuela que garantice el éxito de todos-as. Para ello, recogemos la perspectiva de los jóvenes que lo protagonizan, a través de historias de vida, entrevistas en profundidad y grupos focales. En la narrativa de los estudiantes sobre su etapa de escolaridad, las prácticas de atención a la diversidad quedan traducidas a vivencias de exclusión. En la escuela masificada el fracaso escolar y la segregación son formas frecuentes de respuesta a la diversidad. Los recursos y las condiciones de aprendizaje continúan marcados por deficiencias, particularmente entre quienes están en situaciones de mayor vulnerabilidad social. El nivel teórico donde se mueve la regulación del sistema educativo trata de favorecer la capacidad y motivación por aprender. Sin embargo, la práctica se ve impulsada por otras inercias que explican lo que ocurre en las escuelas desde la lógica de la acumulación y competencia, dejando a un lado el compromiso por la equidad.
Can MOOCs close the opportunity gaps? The contribution of social inclusive pedagogical design
(Universidad de Sevilla, 2019) Teixeira, António Moreira; Mota, José; Pinto, Maria do Carmo Teixeira; Morgado, Lina
Massive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has the potential to widen access to higher education since they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for every participant to succeed in their learning experience. This goal depends on the quality of the learning design. To be successful, a massive open online learning experience has to empower learners and to facilitate a networked learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms. Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based research approach, a comparative analysis of two course iterations each representing each model is also presented and discussed.
Ecojustice, equity and ethics: challenges for educational and career guidance
(Universidad de Sevilla, 2019) Irving, Barrie A.; Malik-Liévano, Beatriz
In social and environmental terms we live in precarious and uncertain times, where not only the sustainability of the planet rests in the balance, but also that of human existence. Many nation-states around the world talk of the importance of social cohesion, and are aware of the threat of environmental degradation, climate change, and ecological well-being. However, the dominating global policy discourse, particularly championed in the West, is located within a delimiting neo/liberal political framework. With a few noticeable exceptions, the influence of neo/liberal thinking continues to flourish in the contemporary career literature where there has been little deep critical engagement with the discourse of capitalist economics and how these impact human and environmental well-being. Often caught up in market-led discourses, and captured by the notion that ‘work sets you free’, educational and career guidance has been located within an uncritical economic frame. Its energies tend to be directed towards the preparation of individuals to make ‘good’ educational and occupational choices, underpinned by the need for ‘clients’ to acquire the skills and competencies demanded by employers (and the economy) (Bengtsson, 2011; Irving, 2018). The disjuncture between educational and career guidance and social and environmental justice (i.e. ecojustice) has rarely been breached. In this article, we seek to disrupt dominant discourses of the market that currently permeates thinking in education by identifying how an ecojustice perspective provides a forward looking and equitable foundation for educational and career guidance.

Examinar

Envíos recientes