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Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research

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dc.contributor.authorMoliner García, Odet
dc.contributor.authorLozano Martínez, Josefina
dc.contributor.authorAguado Odina, Teresa
dc.contributor.authorAmiama, Joxe
dc.contributor.departmentDidáctica y Organización Escolar
dc.date.accessioned2024-11-25T08:26:21Z
dc.date.available2024-11-25T08:26:21Z
dc.date.issued2021-07-22
dc.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
dc.description.abstractThis 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).es
dc.formatapplication/pdfes
dc.format.extent19es
dc.identifier.citationInternational Journal of Inclusive Education, 28(6), 705-722
dc.identifier.doihttps://doi.org/10.1080/13603116.2021.1956604
dc.identifier.issnPrint: 1360-3116
dc.identifier.issnElectronic: 1464-5173
dc.identifier.urihttp://hdl.handle.net/10201/146687
dc.languageenges
dc.publisherTaylor and Francis Group
dc.relationThis work was supported by the Ministerio de Economía y Competitividad (Spain): ‘The Included School: Planning and Implementing Curricular Educational Practices Linked to the Territory’ [EDU2013-46491-R] and ‘Making the school part of the community: Planning and implemen tation of educational curriculum practices linked to the territory’ [EDU2015-68004-R] and ‘Knowledge Mobilisation on Inclusive Education: School Improvement Processes from Participa tory Action Research’ [AICO/2018/066].
dc.relationInclusive education
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/13603116.2021.1956604
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectKnowledge mobilisation
dc.subjectDemocratic schools
dc.subjectParticipatory action research
dc.titleBuilding inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action researches
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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