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https://doi.org/10.1080/13603116.2021.1956604


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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