From Access to Education

The Revolutionary Transformation of Schools as Learning Communities

Bibliographic Data

ID21206152
AuthorsOriol Ríos (0000-0003-3675-9919), Carlos Herrero, Henar Rodríguez
Year2013
Volume6
Issue2
Pages239-253
Publication date2013-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Review of Qualitative Research (JOURNAL)
Journal identifiersISSN: 1940-8447 • E-ISSN: 1940-8455
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1525/irqr.2013.6.2.239
OpenAlexW2343171732
LanguageEN
Citations received3
References cited13

Communicative methodology is the basis of the Learning Communities project. This is a school experience based on successful educational actions identified through research. Several pieces of evidence about the impact of this methodological approach will be presented within the framework of policy-making processes in educational issues on a national and international level. The dialogical process driven in the Basque Country of Spain among policy makers, teachers, families, and students will be described in the context of the Learning Communities project and how this process has changed the nature of educational policies. The effects of the use of communicative methodology in the project INCLUD-ED: Strategies for Inclusion and Social Cohesion in Europe from Education will also be explained. Both examples will demonstrate the link between dialogic policy and social transformation as well as the steps carried out in terms of educational policy

Dialogic · Dialogical self · Geography · Pedagogy · Political science · Public relations · Social science · Sociology · Computer Science · Educational Practices and Policies · Inclusive Education and Diversity · Psychology · Social Psychology · Social Sciences and Policies

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