Social inequality as exclusion in a rural school

Rumayor, Laura Rayón; Cuenca, Ana María de las Heras; Bañares, Elena

doi:10.1080/17457823.2022.2103838

Cited by 2 publications

(1 citation statement)

References 34 publications

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“…Until today, Ñuble is considered one of the poorest regions with the highest unemployment rates [33] . Its emergence as a region is brief, which has generated a knowledge gap regarding data or evidence on school coexistence, with the SIMCE questionnaires being one of the few studies that confirms the above.…”

Section: School Coexistence Policies In Chilementioning

confidence: 99%

School coexistence: Perceptions of education professionals belonging to the Ñuble region

Anabalón,

Toro,

San Martín

et al. 2024

Environ. Soc. Psychol.

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The objective of this study was to describe the perceptions of school coexistence in primary and secondary school teachers from establishments in the Ñuble region. The methodology applied was quantitative, descriptive in nature and transectional in nature. The sample was made up of 51 participants to whom an open-response questionnaire was applied in online format under the Google forms platform. Among the results, it was found that school coexistence is understood as a permanent interaction between the various educational agents associated with values such as respect, empathy, active listening, solidarity, responsibility, understanding of emotions and tolerance. There is a tendency to use a socio-emotional approach over others. While, the documented dimensions are related to curricular pedagogy, organizational-administrative, participatory and conflict management. It is essential to implement tools and strategies to promote interpersonal relationships between the various actors of the institution and thus mitigate or correct problems of this nature.

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Section: School Coexistence Policies In Chilementioning

confidence: 99%

School coexistence: Perceptions of education professionals belonging to the Ñuble region

Anabalón,

Toro,

San Martín

et al. 2024

Environ. Soc. Psychol.

View full text Add to dashboard Cite

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The student voice for social justice pedagogical method: Learning outcomes and challenges

Wong

Aktaş

Kong

et al. 2023

Active Learning in Higher Education

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To create a socially just teaching method in higher education (HE), we used Fraser’s social justice framework to create a new pedagogical method called student voice for social justice (SVSJ). SVSJ emphasizes student voice and empowerment by developing a co-constructed learning space where students can influence the procedure and content of the class. Applying a participatory action research (PAR) methodology, we explore the skill development of students engaged in SVSJ. Students highlighted five primary learning outcomes (self-learning, critical thinking, knowledge generation, cognitive development, and expression of voice) in the interviews as well as challenges in implementing the model. By employing SVSJ, students’ recognition and representation of their identity groups are enhanced, and the knowledge held by them is redistributed to peers and the lecturer through active participation. In addition, they are equipped with skills that can empower them in their education and future life.

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Social inequality as exclusion in a rural school

Cited by 2 publications

References 34 publications

School coexistence: Perceptions of education professionals belonging to the Ñuble region

School coexistence: Perceptions of education professionals belonging to the Ñuble region

The student voice for social justice pedagogical method: Learning outcomes and challenges

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