Pedagogical Keys to Inclusion and Democracy in a Basque Country School: Gaining Knowledge from the Educational Project at Antzuola Herri Eskola
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| Title: | Pedagogical Keys to Inclusion and Democracy in a Basque Country School: Gaining Knowledge from the Educational Project at Antzuola Herri Eskola |
|---|---|
| Language: | English |
| Authors: | Karrera Xuarros, Inaki (ORCID |
| Source: | Educational Review. 2023 75(3):488-506. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education |
| Descriptors: | Teaching Methods, Democracy, Public Schools, Preschool Education, Elementary School Students, Institutional Characteristics, Administrator Attitudes, Publications, Educational Innovation, Inclusion, Teacher Attitudes, Preschool Teachers, Elementary School Teachers, Foreign Countries, Parent School Relationship, Parent Participation, Student Participation, Democratic Values, School Community Relationship, Community Needs, Well Being, School Administration, Administrative Organization, Participative Decision Making, Teacher Role, Student Role, Educational Change |
| Geographic Terms: | Spain |
| DOI: | 10.1080/00131911.2021.1923460 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | The main objective of this collaborative study of a qualitative nature is to delve into the pedagogical keys of the educational project at "Antzuola Herri Eskola" (Antzuola Public School). This educational centre is a public nursery and primary school in the Basque Country with more than 40 years of innovative pedagogical experience in which the participation of students, the involvement of the educational community, as well as democratic values and well-being have become the hallmarks of the programme. In order to achieve the objective, a content analysis and information triangulation has been carried out through the participation of three focus groups composed of the key people in charge of the project and leaders of the innovation process. Moreover, the school's own teaching publications have also been analysed, after which all of the information was arranged into different categories. The information obtained and its subsequent analysis reveal the key strategies implemented by the team of professionals at the school in promoting an inclusive and democratic educational centre that fulfils the needs of its community and current society. Furthermore, the voices of the teachers themselves demonstrate how they have implemented these key strategies into their teaching practice, and the transformations they have had to make at the curricular, organisational, and attitudinal levels. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1379996 |
| Database: | ERIC |
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| Abstract: | The main objective of this collaborative study of a qualitative nature is to delve into the pedagogical keys of the educational project at "Antzuola Herri Eskola" (Antzuola Public School). This educational centre is a public nursery and primary school in the Basque Country with more than 40 years of innovative pedagogical experience in which the participation of students, the involvement of the educational community, as well as democratic values and well-being have become the hallmarks of the programme. In order to achieve the objective, a content analysis and information triangulation has been carried out through the participation of three focus groups composed of the key people in charge of the project and leaders of the innovation process. Moreover, the school's own teaching publications have also been analysed, after which all of the information was arranged into different categories. The information obtained and its subsequent analysis reveal the key strategies implemented by the team of professionals at the school in promoting an inclusive and democratic educational centre that fulfils the needs of its community and current society. Furthermore, the voices of the teachers themselves demonstrate how they have implemented these key strategies into their teaching practice, and the transformations they have had to make at the curricular, organisational, and attitudinal levels. |
|---|---|
| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2021.1923460 |
