Publication: Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research
Loading...
Date
2021-07-22
Authors
Moliner García, Odet ; Lozano Martínez, Josefina ; Aguado Odina, Teresa ; Amiama, Joxe
item.page.secondaryauthor
item.page.director
Publisher
Taylor and Francis Group
publication.page.editor
publication.page.department
DOI
https://doi.org/10.1080/13603116.2021.1956604
item.page.type
info:eu-repo/semantics/article
Description
© 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
Abstract
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).
publication.page.subject
Citation
International Journal of Inclusive Education, 28(6), 705-722
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/