‘Som escola’. The construction of an inclusive intercultural community in a school undergoing transformation

Abstract

The present article describes a study carried out in a rural school in the province of Valencia (Spain) that is currently immersed in a process of transformation towards an inclusive intercultural school. The objective of this study is to learn about the process of constructing the school's educational community and the factors involved in this process. The study used intrinsic case study methodology in which, through interviews, focus groups, participatory social diagnostic techniques and participant observation, we examine how this educational community is being constructed. The results show the dynamism and complexity of this process. The search for identity symbols, the need to continually inspire motivation among the members of the community and the emergence of a dichotomous discourse determines its evolution. The democratic participation of the community is demonstrated as a core element in the process of constructing this inclusive intercultural educational community.

Reality and Future of Interculturality in Today’s Schools

“…The construction of a collective identity in the educational community is a dynamic and complex process in which all members of the community must participate [63]. The existence of a dichotomous discourse in intercultural education can lead to cultural homogenization within groups and a distinction between "them" and "us" [56].…”

“…It is essential that the educational administration provides support and specific improvement plans to schools in socioeconomically disadvantaged areas to facilitate the implementation of inclusive actions [51]. Intercultural education should be extended to the entire student body and educational community, fostering the construction of a collective identity that values and celebrates diversity [63,65]. It is necessary to promote teacher training in inter-cultural competencies and to encourage critical reflection on own beliefs and practice in relation to cultural diversity [56].…”

“…Molina Díaz and Sales (2021) [63] To know the process of building the school's educational community and the factors involved in this process.…”

Exploring Narratives of Teachers Working with Culturally Diverse Students: Any Insights about Inclusion?

“…In progressive education, every student is involved in a broad range of activities, accomplishing what he or she can do depending on their abilities and interests, whereas experience-based learning occupies an important place [26]. An inclusive school is characterized by intercultural communication and a collaborative culture that can be cultivated through the democratic participation of all school community members who improve their decision-making skills by interacting with each other [27]. Progressive education goes beyond mere knowledge transfer to knowledge creation and the development of problemsolving skills, whereas students need to develop their conceptual understanding [24,25].…”