Aprendizajes, inclusión y justicia social en entornos educativos multiculturales

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

Resultado de la investigación: Contribución a una revistaArtículo

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.

Título traducido de la contribuciónLearning, inclusion and social justice in multicultural educational environments
Idioma originalEspañol
Páginas (desde-hasta)10-23
Número de páginas14
PublicaciónRevista Electronica de Investigacion Educativa
Volumen19
N.º3
DOI
EstadoPublicada - 2017

Palabras clave

  • Educational research
  • Inclusive education
  • Multiculturalism
  • Social ethnography
  • Social justice

Áreas temáticas de ASJC Scopus

  • Educación

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