Challenges to promote inclusion from the educational community’s discourse: a case study from a longitudinal perspective

  • Jacobo Cano Escoriaza Universidad de Zaragoza
  • Juan José Mejías Abad C.P.I.P. Cándido Domingo (Zaragoza)
DOI: https://doi.org/10.5209/rev_RCED.2016.v27.n3.47550
Keywords: immigrant families, family-school collaboration, inclusion, teachers’ thoughts

Abstract

The inclusion of immigrant students is essential to ensure equal opportunities and the development of critical and participatory citizenship. In this respect, this article presents a longitudinal study in a school with the aim of knowing the perceptions of teachers towards immigrant families and justifies the importance of enhancing the participation of these families in the educational life. The analysis of this inclusive approach began in the school year 2010/11 and ended three years later. The results obtained through participants’ observation, personal interviews to key informants and the analysis of the documents of the school are exposed classified in different strategies at the organization and classroom levels.

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Author Biographies

Jacobo Cano Escoriaza, Universidad de Zaragoza

Premio extraordinario de doctorado por la Universidad Complutense de Madrid. Profesor del Departamento de Ciencias de la Educación de la Universidad de Zaragoza. Director del Diploma de Formación Didáctica y Pedagógica para profesorado técnico de FP. Sus líneas de investigación se centran en la organización escolar –participación de la comunidad educativa-, competencias comunicativas y desarrollo de competencias familiares.

Juan José Mejías Abad, C.P.I.P. Cándido Domingo (Zaragoza)
Psicopedagogo y maestro en el C.P.I.P. Cándido Domingo (Zaragoza). Tiene el Máster de Investigación en Aprendizaje a lo largo de la vida en contextos multiculturales. Su línea de investigación a nivel de doctorado se centra sobre la colaboración docente en los equipos didácticos.

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Published
2015-11-26
How to Cite
Cano Escoriaza J. y Mejías Abad J. J. (2015). Challenges to promote inclusion from the educational community’s discourse: a case study from a longitudinal perspective. Revista Complutense de Educación, 27(3), 1119-1138. https://doi.org/10.5209/rev_RCED.2016.v27.n3.47550
Issue
Vol. 27 No. 3 (2016)
Section
Articles

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