Promoting a participatory convergence in a Spanish context: an inter-university action research project using visual narrative

Abstract

This article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1 st Global Assembly for Knowledge Democracy ( 2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework.

Educando para la ciudadanía global a través de las tecnologías. Análisis de una experiencia de formación de futuros docentes

“…Esto conlleva, por un lado, cuestionar nuestras propias prácticas en un modelo que permita a los estudiantes asimilar adecuadamente el significado de experiencias políticamente comprometidas con la búsqueda de la justicia social, manteniendo vínculos estrechos con docentes que trabajen dentro y fuera de la universidad y con otros profesionales que tratan de dar respuesta a las injusticias al margen de la escuela (Zeichner, 2010). Por otro lado, supone implicar al alumnado en la investigación de las acciones disruptivas que desarrollamos para promover el activismo, la participación en el propio diseño de la asignatura y de materiales educativos que contribuyan a subvertir las relaciones de poder, con el objeto de que puedan experimentar escenarios de transformación durante su formación inicial (Cohen, 2013;Crawford-Garrett, Anderson, Grayson y Suter, 2015;Fernández-Díaz et al, 2019;Lynn y Smith-Maddox, 2007;Price, 2001).…”