Dialogues, actions and discourses of a rural head teacher and an ethnographer in search of a fairer and more inclusive school

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2022-08-06 DOI:10.1080/17457823.2022.2108329

Katherine Gajardo Espinoza, Luis Torrego-Egido

引用次数: 0

Abstract

ABSTRACT This article studies the dialogues, agreements, and actions in defence of a fairer and more inclusive school, carried out during ethnographic research in a Spanish rural school between 2019 and 2021, the period in which an ethnographer accompanied the professional work of the school principal, also the tutor of a class group. The research is carried out from a critical approach and uses participant observation, informal interview and document analysis. During the research process, we observed and participated in the development of three major patterns for social justice and the construction of a democratic and inclusive school in the case studied: the strengthening of the opening of the school doors; the promotion of horizontality in leadership relations in the school, and the promotion of collaborative educational strategies in the classroom.

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一位乡村校长和一位民族志学家在寻找一个更公平、更包容的学校中的对话、行动和话语

本文研究了2019年至2021年在西班牙一所农村学校进行的民族志研究期间，为维护一个更公平、更包容的学校而进行的对话、协议和行动，在此期间，一名民族志学家陪同学校校长(也是一个班级小组的导师)进行专业工作。本研究采用批判性方法，采用参与式观察、非正式访谈和文献分析。在研究过程中，我们观察并参与了案例中社会正义与民主包容学校建设的三种主要模式的发展:加强学校大门的开放;在学校领导关系中促进横向性，在课堂上促进合作教育策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.