Opening up participatory spaces: a way of rethinking school practices linked to territory
نویسندگان
چکیده
Background For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school reconceptualised as an institution which strongly linked its territory capable being agent social change. As part wider project exploring processes democratic participation transformation, this article reports on research study that supported schools review reformulate their educational practices through school-based Participatory Action Research (PAR) project.Purpose The sought support participating examine, transform using participatory diagnosis (PSD) strategies. In particular, it aimed explore ways in PSD enabled territory, encouraging process transformative towards inclusion.Method Through projects across four infant (3- 6-year-old pupils) primary (6- 12-year-old different locations Spain, case studies were developed examine community building context each case. Data, including recordings focus group sessions, transcribed analysed qualitatively, content analysis techniques.Findings Across studies, suggested that, variety ways, spaces times created shared reflection, techniques generated creative forms available entire contribute transformation practices. findings indicated PAR had means led circulation collective production knowledge, allowing rethinking territory.Conclusions : Our small scale, in-depth highlights implications opening up with regard concept community, change territory. This may provide insights future researchers communities similar goals changing address from inclusive intercultural approach.
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ژورنال
عنوان ژورنال: Educational Research
سال: 2021
ISSN: ['0013-1881', '1469-5847']
DOI: https://doi.org/10.1080/00131881.2021.1914514