Begoña Vigo-Arrazola
Biographic Data
| ID | 3548794 |
|---|---|
| NAME | Begoña Vigo-Arrazola |
| GIVEN NAMES | Begoña |
| FAMILY NAME | Vigo-Arrazola |
| SIGNATURE | VIGO-ARRAZOLA B |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0001-9734-8596 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Rethinking the use of digital media for sustainability, inclusion and personal well-being
The pursuit of just and fair social inclusion in schooling remains a pressing concern in education. Drawing on a multi-sited critical ethnography, this article explores how teachers in remote areas of Aragon, Spain, address this challenge through their use of digital media. The analysis focuses on teachers’ strategies and experiences as they attempt to incorporate student and community voices into digital teaching practices in order to enhance cu…
Teaching for Community Sustainability: Opportunities and Limitations as Seen from a Cross-analysis of Teachers Teaching in Schools in Rural Areas in Spain and Sweden
Education policy is always at risk of working at cross-purposes toward education goals. Using a meta-ethnographic methodology and Massey’s geometry of space theory, the present article addresses this in relation to a particular policy realisation problem of teaching for sustainability in schools in depopulated rural areas with identified population challenges. Specific attention has gone to research addressing the enacted curriculum and teachers’…
Validación del cuestionario DesEi para evaluar las percepciones del profesorado sobre prácticas creativas e inclusivas con medios digitales
Introducción. El desarrollo de prácticas de enseñanza creativas e inclusivas con medios digitales es uno de los retos para avanzar en los Objetivos de Desarrollo Sostenible. Las orientaciones de la UNESCO para las políticas y planes educativos enfatizan la importancia de la creatividad y la inclusión, haciendo especial hincapié en los colectivos en situación de vulnerabilidad. El objetivo de esta investigación es diseñar y mostrar evidencias de v…
Creative and inclusive teaching practices in multigrade schools. An ethnographic study on the use of digital media
This article analyses how teachers in multigrade classrooms challenge the culture of homogenisation in teaching through inclusive and creative practices facilitated by digital media. Specifically, it presents the results of a multisite ethnographic study conducted in five rural multigrade schools, all participating in a broader project (PID2020–112880RB- I00) funded by the Spanish Ministry of Science and Innovation. This project focuses on invest…
Why initial teacher education does not prepare preservice teachers well for inclusive education
Global education policies make a commitment to inclusive education, yet initial teacher education seems to struggle in preparing teachers for this task. We explore this matter in the present article. Life stories, participant observation and individual interviews over a period of two years with 28 preservice specialist teachers in an ongoing ethnographic study provide the data. The findings describe the presence of hegemonic ways of thinking, inf…
The construction of the educational problem in Spanish educational legislation: A critical reading of standardised assessments and inequalities
This article critically analyzes the representation of standardised assessments in Spanish educational policies, particularly in the current Spanish education law (LOMLOE), in reports on the state of the Spanish educational system (2020–2023), and through the voices of teachers working in schools with special difficulties and their implications for these types of schools. Employing Carol Bacchi’s What is the problem represented to be? (WPR) appro…
The myth of community value: The enacted curriculum function in schools in rural communities in Spain
Using meta-ethnographic synthesis, the present article asks if schools in rural areas fulfil an educational function in the interests of rural community sustainability. It identifies some positive features and causal mechanisms, but also some conditions that seem to be destructive towards this function. They appear to be due to decentralisation, school choice and market accountability (i.e. commodification) encouraging school leaders and teachers…
Promoting equity and social justice: Analysing the global impact of educational laws on sex education in Spain and the United Kingdom
Purpose Government’s role and sex education are vital in promoting inclusivity and sexual health. To understand the impact that the legislation has had on sex education, it is necessary to evaluate it at the different training levels. Design/methodology/approach The method used is a critical review aimed at comparing educational and state legislation and its impact on Sex Education in Spain and the United Kingdom. Findings In most countries the c…
Investigating the education of preservice teachers for inclusive education: Meta-ethnography
Changing attitudes and perceptions allied to the values of diversity and inclusive education is a recognised challenge in ITE (Initial Teacher Education). Using meta-ethnographic methods, this article aims to describe how preservice teachers’ attitudes or perceptions towards inclusive education can be developed during ITE. The results show the importance of recognising the value of practical experiences, reflecting with others, and researching an…
Troubling rurality and rural schooling: A qualitative meta-synthesis of research in rural schools in three European national school systems
This qualitative meta-synthesis collects and analyses the multiple and many-faceted understandings, experiences, practices, and school to community or individual relationships described in qualitative research on rural education and schooling in three European national contexts (Sweden, Northern Ireland, and Spain). Our aim was to generate and present a simplifying analytic synthesising narrative about the politics, practices and outcomes for and…
Researching in solidarity with marginalised groups: A meta-ethnography about research for educational justice and social transformation
This article uses meta-ethnography to identify the challenges of working in solidarity with the experiences and interests of marginalised and exploited social groups.It focuses on what the main challenges seem to be, and on how to overcome them in struggles to change education in just directions by means of educational research.It is therefore a paper of interest from a methodological and a research political perspective relating to how critical …
Transformando con el profesorado las prácticas de enseñanza creativa e inclusiva con medios digitales. Un proceso de desarrollo profesional
The analysis of the literature shows that continuous teacher training is developed from a dominant discourse that privileges the agency of knowledge producers (researchers) over consumers (teachers). Taking as a reference the importance of teachers' professional development around the use of digital media, the objective of this article is to identify how the interaction between researchers and teachers can influence to generate essential transfor…
Exploring the influence of the ethnographic researcher’s role in digital teaching practices in disadvantaged schools
For over three decades now, the use of digital devices and media has had a growing impact on educational and teaching practices in schools. Though ethnographic research has documented some of these effects, it has often done so from the neutral perspective of a non-partisan participant-observer and recorder-reporter of the events that unfold. The more specific objective of this paper relates to ethnographers' involvement in research to transform …
Las escuelas rurales ante las políticas de mercado: Un análisis meta-etnográfico
La aplicación de políticas de mercado competitivas en diferentes contextos nacionales ha convertido las características geográficas, económicas y sociales de la ubicación de la escuela en un objeto de valor de mercado. Esto tiene efectos que pueden ser positivos o negativos en los discursos y prácticas de los maestros/as rurales sobre la participación de la familia y la comunidad. Utilizando un diseño metodológico meta-etnográfico, el objetivo de…
Critical Ethnographies of Education and for Social and Educational Transformation: A Meta-Ethnography
In a 2016 special issue on the relationships between ethnography of education and social, economic, and material precarity, Geoff Bright and John Smyth were critical of ethnographic researchers, for concentrating on discourses and discourse production only, rather than on material conditions to develop activism and processes of transformation against oppression. Instead of only identifying and critiquing precarity, and deconstructing taken-for-gr…
Community and the education market: A cross-national comparative analysis of ethnographies of education inclusion and involvement in rural schools in Spain and Sweden
Identifying characteristics of parental involvement: Aesthetic experiences and micro-politics of resistance in different schools through ethnographic investigations
This article focuses on the relevance that aesthetic practices play extending parental involvement and influence in school contexts in Spain. One rural, one urban and one peri-urban school have been included in the research. Participant observation and interviews were the main means of data production. In the results all the different schools promoted parents’ participation. However, differences in aesthetic practices and experiences were found. …
Building virtual interaction spaces between family and school
The purpose of this article is twofold: firstly, to highlight how school strategies and priorities relate to family participation practices through social media and, secondly, to further our knowledge of the basic aspects involved. The concept of cultural capital is used to discuss how parental resources affect virtual family participation and how these virtual family participation practices can unfold and enable families to participate in each s…
Voces sobre participación de las familias en la escuela y éxito escolar
El propósito de este artículo es explorar los discursos sobre la participación de las familias en una escuela para todos en relación con el éxito escolar. Los objetivos son identificar diferentes discursos sobre la participación de las familias en la escuela en relación con el éxito escolar y los argumentos que los justifican. Se trata de un estudio cualitativo basado en 47 entrevistas semiestructuradas, realizadas a representantes de la educació…
Family involvement in creative teaching practices for all in small rural schools
Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragón (Spain) that carry out creative teaching practices as a w…
Teaching practices and teachers' perceptions of group creative practices in inclusive rural schools
The central purpose of this paper is to highlight the research in a context where inclusive education is recognised within current global challenges in education. We aim to present different teaching practices and perceptions of teachers from rural schools regarding attention to diversity, before and during a collaborative action that reinforces and develops creative teaching practices. Participant observation, informal conversations and video-re…
Community and the education market: A cross-national comparative analysis of ethnographies of education inclusion and involvement in rural schools in Spain and Sweden
Family involvement in creative teaching practices for all in small rural schools
Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragón (Spain) that carry out creative teaching practices as a w…
Building virtual interaction spaces between family and school
The purpose of this article is twofold: firstly, to highlight how school strategies and priorities relate to family participation practices through social media and, secondly, to further our knowledge of the basic aspects involved. The concept of cultural capital is used to discuss how parental resources affect virtual family participation and how these virtual family participation practices can unfold and enable families to participate in each s…
Teaching practices and teachers' perceptions of group creative practices in inclusive rural schools
The central purpose of this paper is to highlight the research in a context where inclusive education is recognised within current global challenges in education. We aim to present different teaching practices and perceptions of teachers from rural schools regarding attention to diversity, before and during a collaborative action that reinforces and develops creative teaching practices. Participant observation, informal conversations and video-re…
Exploring the influence of the ethnographic researcher’s role in digital teaching practices in disadvantaged schools
For over three decades now, the use of digital devices and media has had a growing impact on educational and teaching practices in schools. Though ethnographic research has documented some of these effects, it has often done so from the neutral perspective of a non-partisan participant-observer and recorder-reporter of the events that unfold. The more specific objective of this paper relates to ethnographers' involvement in research to transform …
Identifying characteristics of parental involvement: Aesthetic experiences and micro-politics of resistance in different schools through ethnographic investigations
This article focuses on the relevance that aesthetic practices play extending parental involvement and influence in school contexts in Spain. One rural, one urban and one peri-urban school have been included in the research. Participant observation and interviews were the main means of data production. In the results all the different schools promoted parents’ participation. However, differences in aesthetic practices and experiences were found. …
Troubling rurality and rural schooling: A qualitative meta-synthesis of research in rural schools in three European national school systems
This qualitative meta-synthesis collects and analyses the multiple and many-faceted understandings, experiences, practices, and school to community or individual relationships described in qualitative research on rural education and schooling in three European national contexts (Sweden, Northern Ireland, and Spain). Our aim was to generate and present a simplifying analytic synthesising narrative about the politics, practices and outcomes for and…
Teaching practices and teachers' perceptions of group creative practices in inclusive rural schools
The central purpose of this paper is to highlight the research in a context where inclusive education is recognised within current global challenges in education. We aim to present different teaching practices and perceptions of teachers from rural schools regarding attention to diversity, before and during a collaborative action that reinforces and develops creative teaching practices. Participant observation, informal conversations and video-re…
Family involvement in creative teaching practices for all in small rural schools
Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragón (Spain) that carry out creative teaching practices as a w…
Voces sobre participación de las familias en la escuela y éxito escolar
El propósito de este artículo es explorar los discursos sobre la participación de las familias en una escuela para todos en relación con el éxito escolar. Los objetivos son identificar diferentes discursos sobre la participación de las familias en la escuela en relación con el éxito escolar y los argumentos que los justifican. Se trata de un estudio cualitativo basado en 47 entrevistas semiestructuradas, realizadas a representantes de la educació…
Building virtual interaction spaces between family and school
The purpose of this article is twofold: firstly, to highlight how school strategies and priorities relate to family participation practices through social media and, secondly, to further our knowledge of the basic aspects involved. The concept of cultural capital is used to discuss how parental resources affect virtual family participation and how these virtual family participation practices can unfold and enable families to participate in each s…
Identifying characteristics of parental involvement: Aesthetic experiences and micro-politics of resistance in different schools through ethnographic investigations
This article focuses on the relevance that aesthetic practices play extending parental involvement and influence in school contexts in Spain. One rural, one urban and one peri-urban school have been included in the research. Participant observation and interviews were the main means of data production. In the results all the different schools promoted parents’ participation. However, differences in aesthetic practices and experiences were found. …
Community and the education market: A cross-national comparative analysis of ethnographies of education inclusion and involvement in rural schools in Spain and Sweden
Critical Ethnographies of Education and for Social and Educational Transformation: A Meta-Ethnography
In a 2016 special issue on the relationships between ethnography of education and social, economic, and material precarity, Geoff Bright and John Smyth were critical of ethnographic researchers, for concentrating on discourses and discourse production only, rather than on material conditions to develop activism and processes of transformation against oppression. Instead of only identifying and critiquing precarity, and deconstructing taken-for-gr…
Las escuelas rurales ante las políticas de mercado: Un análisis meta-etnográfico
La aplicación de políticas de mercado competitivas en diferentes contextos nacionales ha convertido las características geográficas, económicas y sociales de la ubicación de la escuela en un objeto de valor de mercado. Esto tiene efectos que pueden ser positivos o negativos en los discursos y prácticas de los maestros/as rurales sobre la participación de la familia y la comunidad. Utilizando un diseño metodológico meta-etnográfico, el objetivo de…
Exploring the influence of the ethnographic researcher’s role in digital teaching practices in disadvantaged schools
For over three decades now, the use of digital devices and media has had a growing impact on educational and teaching practices in schools. Though ethnographic research has documented some of these effects, it has often done so from the neutral perspective of a non-partisan participant-observer and recorder-reporter of the events that unfold. The more specific objective of this paper relates to ethnographers' involvement in research to transform …
Promoting equity and social justice: Analysing the global impact of educational laws on sex education in Spain and the United Kingdom
Purpose Government’s role and sex education are vital in promoting inclusivity and sexual health. To understand the impact that the legislation has had on sex education, it is necessary to evaluate it at the different training levels. Design/methodology/approach The method used is a critical review aimed at comparing educational and state legislation and its impact on Sex Education in Spain and the United Kingdom. Findings In most countries the c…
Investigating the education of preservice teachers for inclusive education: Meta-ethnography
Changing attitudes and perceptions allied to the values of diversity and inclusive education is a recognised challenge in ITE (Initial Teacher Education). Using meta-ethnographic methods, this article aims to describe how preservice teachers’ attitudes or perceptions towards inclusive education can be developed during ITE. The results show the importance of recognising the value of practical experiences, reflecting with others, and researching an…
Troubling rurality and rural schooling: A qualitative meta-synthesis of research in rural schools in three European national school systems
This qualitative meta-synthesis collects and analyses the multiple and many-faceted understandings, experiences, practices, and school to community or individual relationships described in qualitative research on rural education and schooling in three European national contexts (Sweden, Northern Ireland, and Spain). Our aim was to generate and present a simplifying analytic synthesising narrative about the politics, practices and outcomes for and…
Researching in solidarity with marginalised groups: A meta-ethnography about research for educational justice and social transformation
This article uses meta-ethnography to identify the challenges of working in solidarity with the experiences and interests of marginalised and exploited social groups.It focuses on what the main challenges seem to be, and on how to overcome them in struggles to change education in just directions by means of educational research.It is therefore a paper of interest from a methodological and a research political perspective relating to how critical …
Transformando con el profesorado las prácticas de enseñanza creativa e inclusiva con medios digitales. Un proceso de desarrollo profesional
The analysis of the literature shows that continuous teacher training is developed from a dominant discourse that privileges the agency of knowledge producers (researchers) over consumers (teachers). Taking as a reference the importance of teachers' professional development around the use of digital media, the objective of this article is to identify how the interaction between researchers and teachers can influence to generate essential transfor…
Validación del cuestionario DesEi para evaluar las percepciones del profesorado sobre prácticas creativas e inclusivas con medios digitales
Introducción. El desarrollo de prácticas de enseñanza creativas e inclusivas con medios digitales es uno de los retos para avanzar en los Objetivos de Desarrollo Sostenible. Las orientaciones de la UNESCO para las políticas y planes educativos enfatizan la importancia de la creatividad y la inclusión, haciendo especial hincapié en los colectivos en situación de vulnerabilidad. El objetivo de esta investigación es diseñar y mostrar evidencias de v…
Creative and inclusive teaching practices in multigrade schools. An ethnographic study on the use of digital media
This article analyses how teachers in multigrade classrooms challenge the culture of homogenisation in teaching through inclusive and creative practices facilitated by digital media. Specifically, it presents the results of a multisite ethnographic study conducted in five rural multigrade schools, all participating in a broader project (PID2020–112880RB- I00) funded by the Spanish Ministry of Science and Innovation. This project focuses on invest…
Why initial teacher education does not prepare preservice teachers well for inclusive education
Global education policies make a commitment to inclusive education, yet initial teacher education seems to struggle in preparing teachers for this task. We explore this matter in the present article. Life stories, participant observation and individual interviews over a period of two years with 28 preservice specialist teachers in an ongoing ethnographic study provide the data. The findings describe the presence of hegemonic ways of thinking, inf…
The construction of the educational problem in Spanish educational legislation: A critical reading of standardised assessments and inequalities
This article critically analyzes the representation of standardised assessments in Spanish educational policies, particularly in the current Spanish education law (LOMLOE), in reports on the state of the Spanish educational system (2020–2023), and through the voices of teachers working in schools with special difficulties and their implications for these types of schools. Employing Carol Bacchi’s What is the problem represented to be? (WPR) appro…
The myth of community value: The enacted curriculum function in schools in rural communities in Spain
Using meta-ethnographic synthesis, the present article asks if schools in rural areas fulfil an educational function in the interests of rural community sustainability. It identifies some positive features and causal mechanisms, but also some conditions that seem to be destructive towards this function. They appear to be due to decentralisation, school choice and market accountability (i.e. commodification) encouraging school leaders and teachers…
Rethinking the use of digital media for sustainability, inclusion and personal well-being
The pursuit of just and fair social inclusion in schooling remains a pressing concern in education. Drawing on a multi-sited critical ethnography, this article explores how teachers in remote areas of Aragon, Spain, address this challenge through their use of digital media. The analysis focuses on teachers’ strategies and experiences as they attempt to incorporate student and community voices into digital teaching practices in order to enhance cu…
Teaching for Community Sustainability: Opportunities and Limitations as Seen from a Cross-analysis of Teachers Teaching in Schools in Rural Areas in Spain and Sweden
Education policy is always at risk of working at cross-purposes toward education goals. Using a meta-ethnographic methodology and Massey’s geometry of space theory, the present article addresses this in relation to a particular policy realisation problem of teaching for sustainability in schools in depopulated rural areas with identified population challenges. Specific attention has gone to research addressing the enacted curriculum and teachers’…
Sociology (16 works) · Pedagogy (11 works) · Political science (11 works) · Psychology (8 works) · Social science (8 works) · Ethnography (7 works) · Mathematics education (6 works) · Anthropology (5 works) · Gender Studies (5 works) · Curriculum (4 works)