Critical Communicative Methodology: including vulnerable voices in research through dialogue

Puigvert, Lídia; Christou, Miranda; Holford, John

doi:10.1080/0305764x.2012.733341

Cited by 78 publications

(81 citation statements)

References 12 publications

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“…As regards communicative observations, it is important to state that, following the principles of 'communicative methodology' (Puigvert, Christou, & Holdford, 2012), the person observing and those being observed are on an equal level in interpreting the actions, attitudes, motivation, skills and non-verbal language. Both parties make an interpretation and seek to reach a consensus.…”

Section: Methodsmentioning

confidence: 99%

Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning

et al. 2014

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This article analyses a case study on Moroccan mothers' involvement in the Dialogic Literary Gathering (DLG) in an urban primary school in Catalonia (Spain). DLG is a dialogic learning environment that improves reading skills and communicative abilities and promotes school-community links. This activity has been identified in previous European Union (EU)-funded large scale research, the INCLUD-ED project, as a successful educational action. Children's results in standardised tests reported a significant improvement in communicative skills over the academic year. The case study highlights evidences on how this action contributed to transform family interactions at home. Discussions about classic works of literature were transferred to the child-parent interactions and were part of their daily lives. According to the data analysed, this experience affected mothers' and children's motivation to read and helped migrant mothers to improve the language acquisition of the host country. Mothers confirmed becoming more able to understand the schoolwork of their children and they felt more confident to help them with their homework.

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Section: Methodsmentioning

confidence: 99%

Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning

et al. 2014

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“…Schools that assume these actions in their practices are making a commitment to scientific findings. This improves people's lives and the standard of living of the most vulnerable groups in society (Puigvert, Christou, & Holford, 2012). Educational policies and practices need scientific evidence that sheds light on how to best group students and the best educational practices for attending to diversity (CREA, 2006(CREA, -2011.…”

Section: Discussionmentioning

confidence: 99%

From Educational Segregation to Transformative Inclusion

Petreñas¹,

Aguadé²,

Campdepadrós³

2013

International Review of Qualitative Research

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Recent studies conducted in Europe using communicative methodology highlight that different ways of grouping students has a direct effect on their academic output. This article analyzes how said research methodology identifies and analyzes those student groupings that provide greater academic success and improve classroom coexistence at Spanish educational centers. Said methodology entails all of the research participantsresearchers, teachers, families, and students-reflecting on the consequences of streaming, mixture, and inclusion for student academic achievement.Following this, our conclusions are compared with the policies and educational practices implemented in Spanish schools, which are not based on scientific knowledge and do not usually lead to academic success. Finally, recommendations are presented for future educational policies with the aim of providing an alternative for teachers and educational managers that would substantially improve student academic success.

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“…En la MC el conocimiento surge a partir de la interacción entre las evidencias científicas aportadas por los y las investigadores y las personas de la comunidad, quienes desde su mundo de la vida (Habermas, 1984) han realizado aportaciones fundamentales para la interpretación de la realidad de su barrio. Este diálogo igualitario (Puigvert, Christou & Holdford, 2012) ha permitido realizar un análisis intersubjetivo de la realidad que no únicamente ha aumentado la representatividad de las investigaciones, sino también la calidad de los resultados alcanzados. Además, la MC se caracteriza por la participación de los sujetos beneficiarios en todas las fases de la investigación.…”

Section: Metodologíaunclassified

De la Escuela Gueto a una Comunidad de Aprendizaje: Un Estudio de Caso sobre la Superación de la Pobreza a Través de una Educación de Éxito

Peco¹,

Macías-Aranda²,

Cifuentes³

2015

RIMCIS

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Critical Communicative Methodology: including vulnerable voices in research through dialogue

Cited by 78 publications

References 12 publications

Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning

Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning

From Educational Segregation to Transformative Inclusion

De la Escuela Gueto a una Comunidad de Aprendizaje: Un Estudio de Caso sobre la Superación de la Pobreza a Través de una Educación de Éxito

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