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Título: Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research
Fecha de publicación: 22-jul-2021
Editorial: Taylor and Francis Group
Cita bibliográfica: International Journal of Inclusive Education, 28(6), 705-722
ISSN: Print: 1360-3116
Electronic: 1464-5173
Palabras clave: Knowledge mobilisation
Democratic schools
Participatory action research
Resumen: This article presents the results of a research on transformation processes for creating more democratic and inclusive schools. Through a multiple case study of four Spanish schools, the authors analyse how the actors involved in participatory action research processes mobilise knowledge on inclusive education. The authors explore the strategies that favour said mobilisation when inclusive, democratic and community curricular practices are implemented. These practices are carried out in schools within the framework of Participatory Action Research (PAR) processes. The results show that collaborative and dialogical practices allow to question the pedagogical practices, and serve for linking contexts (school, territory and university) and mobilising the available knowledge (generate it, apply it, share it and disseminate it).
Autor/es principal/es: Moliner García, Odet
Lozano Martínez, Josefina
Aguado Odina, Teresa
Amiama, Joxe
Versión del editor: https://www.tandfonline.com/doi/full/10.1080/13603116.2021.1956604
URI: http://hdl.handle.net/10201/146687
DOI: https://doi.org/10.1080/13603116.2021.1956604
Tipo de documento: info:eu-repo/semantics/article
Número páginas / Extensión: 19
Derechos: info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Descripción: © 2021 Informa UK Limited, trading as Taylor & Francis Group. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/. This document is the Accepted version of a Published Work that appeared in final form in International Journal of Inclusive Education. To access the final edited and published work see https://doi.org/10.1080/13603116.2021.1956604
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