Session Information
04 SES 07 B, Effective Provision: Achievement
Paper Session
Contribution
Education institutions are increasingly requiring their teaching staff to engage in teamwork with a view to developing new skills that redefine the professional teaching role: multi-skilled, ability to take the initiative, communication, teamwork, etc. One possible model that responds to these requirements involves teaching staff working in collaborative teams to draw up proposals for improvement and, through reflection and research-action, promoting improvements in teaching whilst as the same time encouraging their growth as professionals (Rodríguez and Brito, 1997). Hence, in institutional contexts that are moving towards greater autonomy and less regulation, new models of organisation and management are being drawn up.
The Dealing with Diversity Research (INVADIV) project is set against this background. The project emerged from within the university community in the city of Cordoba, specifically in the Faculty of Education, when two teachers, concerned to reconcile education research and the need to deal with diversity, came together professionally with a view to advising students to adopt a holistic view of the basic skills involved in a process of education intervention.
We understand that the new demands of university training invite us to adapt our teaching practices in order to fulfil the requirements of a society engaged in constant change in which the city can be viewed as a source of resources, making a commitment to achieving profound transformations in places of work.
The promotion of harmonious co-existence within cultural diversity and the values of peace in an urban society occurs in the context of the city. In this respect, the creation of a scientific and social mediation reference is promoted in the community of Cordoba that would provide a meeting point for universities, public and private entities, and professionals interested in the scientific and practical study of intercultural diversity, and any of its spheres of application in social intervention. And this is done through the conviction that cultural and social diversity should become one of the crucial elements of globalisation. This recognition takes place and is legislated at the highest levels of government, but local institutions must deal with the incidents and challenges of the unstoppable rise of diversity by creating urban space for social encounters. Therefore, inclusion must be incorporated as a strategic element in development policies, as well as in international development cooperation. Both the new international policies reflected in conventions, plans and intergovernmental declarations, and local policies implemented through strategic instruments, or other intermediate actions, require the training of community agents to promote innovation and social and cultural development in plural contexts.
Objectives
1. To define and implement a research project based on the mapping of relationships in urban scenarios.
2. To describe the socio-education agents that exist in the city of Cordoba.
3. To design an education intervention plan which could be projected into formal and informal education contexts.
Method
Expected Outcomes
References
Arnáiz, P. (1996). Las escuelas son para todos. Siglo Cero, 27 (2), 23-34. González López, I and de León Huertas, C. (2009). Iniciando los pasos en la investigación en atención a la diversidad. In C. de León and I. González La investigación en atención a la diversidad. Propuestas de trabajo, pp.35-55. Córdoba: Servicio de publicaciones de la Universidad de Córdoba. Rodríguez and Brito (1997). La práctica como espacio de formación docente. Revista de Educación de la Universidad de Granada, 10, 259-268.
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