Jesús Soldevila-Pérez
Biographic Data
| ID | 6807527 |
|---|---|
| NAME | Jesús Soldevila-Pérez |
| GIVEN NAMES | Jesús |
| FAMILY NAME | Soldevila-Pérez |
| SIGNATURE | SOLDEVILA-PÉREZ J |
| AFFILIATIONS | Universitat de Vic - Universitat Central de Catalunya |
| ORCID | 0000-0002-3712-6825 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Cartographies of radical teachers: Reimagining teacher professionalism for a socially just education in Catalonia (Spain)
The predominant view today of teacher professionalism follows the logic of global neoliberal educational governance. The result of this process is an identity that de-professionalises teachers, removes their capacity for critical reflection and transforms them into mere implementers of national curricula oriented towards ‘learnification’. But in a context of growing inequality, hate speech towards diversity and increasing segregation and exclusio…
Teachers and families building up collaborative relationships around inclusion: Results of a qualitative research project in semi-rural schools in three regions of Spain
This qualitative study examines inclusive collaborative practices between schools and families of children labelled as having Special Educational Needs and Disabilities (SEND) in nine semi-rural schools across Catalonia, the Basque Country and the Valencian Community in Spain. Framed within ongoing debates on inclusive education the research adopts a multiple case study design based on 61 semi-structured interviews with headteachers, teachers and…
Repensar la escuela inclusiva y democrática con las voces del alumnado. Dos estudios de caso
INTRODUCCIÓN. La investigación educativa evidencia que la democratización de los contextos educativos y la inclusión de todo el alumnado se relacionan con la mejora de las escuelas y dicha mejora con las voces del alumnado. El principal objetivo de este artículo es comprender y analizar de qué forma las voces del alumnado como agentes activos pueden contribuir al desarrollo de escuelas más democráticas e inclusivas. MÉTODO. Se presentan dos estud…
Collaboration between ethnographers and the educational community of a school in the development of inclusive education
The main objective of this research is to present and analyse the collaboration process established between the ethnographers and a school that faces the challenge of promoting change towards a more inclusive and social justice model. The methods used to carry out this four-year process were, in essence, participatory observation in multiple contexts, individual interviews and discussion groups and, finally, informal conversations with all the pa…
Programa escolar en educación secundaria con menores infractores
La educación junto con la familia son pilares fundamentales en los procesos de intervención de quienes han cometido delitos y por ello han salido prematuramente del sistema educativo ordinario. En este artículo se pretende describir el programa educativo que lleva a cabo un equipo del Instituto de Enseñanza Secundaria de Palma de Mallorca (España), el cual, por medio de una labor continuada de dotación de herramientas educativas, sociales y emoci…
Collaboration between ethnographers and the educational community of a school in the development of inclusive education
The main objective of this research is to present and analyse the collaboration process established between the ethnographers and a school that faces the challenge of promoting change towards a more inclusive and social justice model. The methods used to carry out this four-year process were, in essence, participatory observation in multiple contexts, individual interviews and discussion groups and, finally, informal conversations with all the pa…
Programa escolar en educación secundaria con menores infractores
La educación junto con la familia son pilares fundamentales en los procesos de intervención de quienes han cometido delitos y por ello han salido prematuramente del sistema educativo ordinario. En este artículo se pretende describir el programa educativo que lleva a cabo un equipo del Instituto de Enseñanza Secundaria de Palma de Mallorca (España), el cual, por medio de una labor continuada de dotación de herramientas educativas, sociales y emoci…
Collaboration between ethnographers and the educational community of a school in the development of inclusive education
The main objective of this research is to present and analyse the collaboration process established between the ethnographers and a school that faces the challenge of promoting change towards a more inclusive and social justice model. The methods used to carry out this four-year process were, in essence, participatory observation in multiple contexts, individual interviews and discussion groups and, finally, informal conversations with all the pa…
Repensar la escuela inclusiva y democrática con las voces del alumnado. Dos estudios de caso
INTRODUCCIÓN. La investigación educativa evidencia que la democratización de los contextos educativos y la inclusión de todo el alumnado se relacionan con la mejora de las escuelas y dicha mejora con las voces del alumnado. El principal objetivo de este artículo es comprender y analizar de qué forma las voces del alumnado como agentes activos pueden contribuir al desarrollo de escuelas más democráticas e inclusivas. MÉTODO. Se presentan dos estud…
Cartographies of radical teachers: Reimagining teacher professionalism for a socially just education in Catalonia (Spain)
The predominant view today of teacher professionalism follows the logic of global neoliberal educational governance. The result of this process is an identity that de-professionalises teachers, removes their capacity for critical reflection and transforms them into mere implementers of national curricula oriented towards ‘learnification’. But in a context of growing inequality, hate speech towards diversity and increasing segregation and exclusio…
Teachers and families building up collaborative relationships around inclusion: Results of a qualitative research project in semi-rural schools in three regions of Spain
This qualitative study examines inclusive collaborative practices between schools and families of children labelled as having Special Educational Needs and Disabilities (SEND) in nine semi-rural schools across Catalonia, the Basque Country and the Valencian Community in Spain. Framed within ongoing debates on inclusive education the research adopts a multiple case study design based on 61 semi-structured interviews with headteachers, teachers and…
Inclusive Education and Diversity (3 works) · Education in Rural Contexts (2 works) · Humanities (2 works) · Qualitative research (2 works) · Action research (1 works) · Anthropology (1 works) · Art (1 works) · Children's Rights and Participation (1 works) · Citizen journalism (1 works) · Computer Science (1 works)