Aprendizajes, inclusión y justicia social en entornos educativos multiculturales

Felipe Jiménez Vargas, José Luis Lalueza Sazatornil, Carla Fardella Cisternas

Resultado de la investigación: Article

3 Citas (Scopus)

Resumen

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.

Idioma originalSpanish
Páginas (desde-hasta)10-23
Número de páginas14
PublicaciónRevista Electronica de Investigacion Educativa
Volumen19
N.º3
DOI
EstadoPublished - 2017

Huella dactilar

social justice
learning process
inclusion
learning aid
teaching content
educational activities
academic success
educational setting
Teaching
multicultural society
school
learning
agglomeration area
minority
classroom
participation
interaction
Group
student

ASJC Scopus subject areas

  • Education

Citar esto

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Aprendizajes, inclusión y justicia social en entornos educativos multiculturales. / Vargas, Felipe Jiménez; Sazatornil, José Luis Lalueza; Cisternas, Carla Fardella.

En: Revista Electronica de Investigacion Educativa, Vol. 19, N.º 3, 2017, p. 10-23.

Resultado de la investigación: Article

TY - JOUR

T1 - Aprendizajes, inclusión y justicia social en entornos educativos multiculturales

AU - Vargas, Felipe Jiménez

AU - Sazatornil, José Luis Lalueza

AU - Cisternas, Carla Fardella

PY - 2017

Y1 - 2017

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AB - 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.

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KW - Inclusive education

KW - Multiculturalism

KW - Social ethnography

KW - Social justice

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