Learning, Inclusion and Social Justice in Multicultural Educational Environments

Learning, Inclusion and Social Justice in Multicultural Educational Environments

In the current educational setting, marked by a systematic increase in minority groups in classrooms and inequalities that are reproduced and modernized in educational contexts, the development of educational proposals modeled on the principles of inclusion, multiculturalism and social justice garne...

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Principais autores: Jiménez Vargas, Felipe, Lalueza Sazatornil, Jose Luis, Fardella Cisternas, Carla
Formato: Online
Idioma:spa
Publicado em: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Acesso em linha:https://redie.uabc.mx/index.php/redie/article/view/830
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spelling redie-article-8302020-12-11T18:02:25Z Learning, Inclusion and Social Justice in Multicultural Educational Environments Aprendizajes, inclusión y justicia social en entornos educativos multiculturales Jiménez Vargas, Felipe Lalueza Sazatornil, Jose Luis Fardella Cisternas, Carla Multiculturalism inclusive education social justice educational research social ethnography Multiculturalismo educación inclusiva justicia social investigación educativa etnografía escolar In the current educational setting, marked by a systematic increase in minority groups in classrooms and inequalities that are reproduced and modernized in educational contexts, the development of educational proposals modeled on the principles of inclusion, multiculturalism and social justice garners ever greater prominence and academic interest. By way of an ethnographic observational study conducted in a public school in the metropolitan area of Barcelona, this research analyzes two educational activity systems in the same academic context: teaching-learning processes based on traditional approaches and teaching-learning processes modeled on the Fifth Dimension (5D). The results show that when activity systems allow participants to make a connection between curriculum content and their cultural references, when priority is given to collaborative interaction oriented toward shared goals, and when learning aids are adapted to participants’ needs, all students’ chances of academic success are substantially enhanced and obstacles to their learning and participation in school are erased. En el escenario educativo actual, marcado por el incremento sistemático de grupos minoritarios en las aulas, así como por las desigualdades que se reproducen y actualizan en los contextos educativos, el desarrollo de propuestas inspiradas en principios de inclusión, multiculturalidad y justicia social cobran cada vez más relevancia. Mediante un trabajo etnográfico de observación participante en una escuela pública del área metropolitana de Barcelona, esta investigación analiza dos sistemas de actividad educativa en un mismo contexto escolar: procesos de enseñanza-aprendizaje basados en enfoques tradicionales y procesos de enseñanza-aprendizaje inspirados en el modelo Quinta Dimensión (5D). Los resultados evidencian que cuando los sistemas de actividad permiten a sus participantes vincular los contenidos curriculares a sus referentes culturales, cuando se privilegian interacciones colaborativas orientadas a metas compartidas y se ajustan las ayudas educativas a las necesidades de los educando, se amplían las oportunidades de éxito escolar para y se eliminan barreras para su aprendizaje y participación. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017-08-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/830 10.24320/redie.2017.19.3.830 Revista Electrónica de Investigación Educativa; Vol. 19 No. 3 (2017); 10 - 23 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 3 (2017); 10 - 23 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/830/1557 https://redie.uabc.mx/index.php/redie/article/view/830/1559 https://redie.uabc.mx/index.php/redie/article/view/830/1931 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Jiménez Vargas, Felipe
Lalueza Sazatornil, Jose Luis
Fardella Cisternas, Carla
spellingShingle Jiménez Vargas, Felipe
Lalueza Sazatornil, Jose Luis
Fardella Cisternas, Carla
Learning, Inclusion and Social Justice in Multicultural Educational Environments
author_facet Jiménez Vargas, Felipe
Lalueza Sazatornil, Jose Luis
Fardella Cisternas, Carla
author_sort Jiménez Vargas, Felipe
title Learning, Inclusion and Social Justice in Multicultural Educational Environments
title_short Learning, Inclusion and Social Justice in Multicultural Educational Environments
title_full Learning, Inclusion and Social Justice in Multicultural Educational Environments
title_fullStr Learning, Inclusion and Social Justice in Multicultural Educational Environments
title_full_unstemmed Learning, Inclusion and Social Justice in Multicultural Educational Environments
title_sort learning, inclusion and social justice in multicultural educational environments
description In the current educational setting, marked by a systematic increase in minority groups in classrooms and inequalities that are reproduced and modernized in educational contexts, the development of educational proposals modeled on the principles of inclusion, multiculturalism and social justice garners ever greater prominence and academic interest. By way of an ethnographic observational study conducted in a public school in the metropolitan area of Barcelona, this research analyzes two educational activity systems in the same academic context: teaching-learning processes based on traditional approaches and teaching-learning processes modeled on the Fifth Dimension (5D). The results show that when activity systems allow participants to make a connection between curriculum content and their cultural references, when priority is given to collaborative interaction oriented toward shared goals, and when learning aids are adapted to participants’ needs, all students’ chances of academic success are substantially enhanced and obstacles to their learning and participation in school are erased.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2017
url https://redie.uabc.mx/index.php/redie/article/view/830
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