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Opening up participatory spaces: a way of rethinking school practices linked to territory

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dc.contributor.authorSales, Auxiliadora
dc.contributor.authorAguado Odina, María Teresa
dc.contributor.authorLozano Martinez, Josefina
dc.contributor.authorPellejero Goñi, Lucía
dc.contributor.orcidhttps://orcid.org/0000-0001-9915-0401
dc.contributor.orcidhttps://orcid.org/0000-0003-4966-7896
dc.contributor.orcidhttps://orcid.org/0000-0001-7245-4130
dc.date.accessioned2025-01-28T13:12:00Z
dc.date.available2025-01-28T13:12:00Z
dc.date.issued2021
dc.descriptionThis is the Accepted Manuscript of an article published by Taylor & Francis in Educational Research, 63, 2021, available online: https://doi.org/10.1080/00131881.2021.1914514 Este es el manuscrito aceptado de un artículo publicado por Taylor & Franci en Educational Research, 63, 2021, disponible en línea: https://doi.org/10.1080/00131881.2021.1914514
dc.description.abstractBackground For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion. Method Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques. Findings Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory. Conclusions Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.en
dc.description.versionversión final
dc.identifier.citationSales, A., Aguado, T., Lozano, J., & Pellejero, L. (2021). Opening up participatory spaces: a way of rethinking school practices linked to territory. Educational Research, 63(2), 180–197. https://doi.org/10.1080/00131881.2021.1914514
dc.identifier.doihttps://doi.org/10.1080/00131881.2021.1914514
dc.identifier.issn0013-1881 | eISSN 1469-5847
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25599
dc.journal.issue2
dc.journal.titleEducational Research
dc.journal.volume63
dc.language.isoen
dc.page.final197
dc.page.initial180
dc.publisherTaylor & Francis
dc.relation.centerFacultad de Educación
dc.relation.departmentMetodología de las Ciencias del Comportamiento
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía
dc.subject.keywordsParticipatory action research (PAR)en
dc.subject.keywordsinclusionen
dc.subject.keywordsinterculturalityen
dc.subject.keywordsterritoryen
dc.subject.keywordscitizen participationen
dc.subject.keywordsschool practicesen
dc.titleOpening up participatory spaces: a way of rethinking school practices linked to territoryes
dc.typeartículoes
dc.typejournal articleen
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relation.isAuthorOfPublication.latestForDiscoverydf2665b8-3a57-47fa-82a5-c45ea17bb69e
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