ABSTRACT

Participatory Action Research (PAR) in the educational context is a coherent methodology to accompany processes of school democratisation focusing on the key elements of collaborative culture, a sense of belonging and social transformation from an inclusive and intercultural approach. The present case study of a rural school in the Valencian Community (Spain) takes an ethnographic approach to analyse how PAR strategies and processes facilitate the democratisation process and the educational community’s perceptions of the transformations in the school culture. Results show an improvement in participation strategies and a more distributed leadership, but they also reveal some resistance to delegating responsibilities and difficulties in empowering children’s voices. The conclusions highlight the need to institutionalise cultural change by understanding participation as a fundamental strategy with which to build a more inclusive and intercultural school and society.

摘要

教育背景下的参与式行动研究 (PAR) 是伴随学校民主化进程的连贯方法，重点关注协作文化的关键要素、归属感和来自包容性和跨文化方法的社会转型。目前对巴伦西亚社区（西班牙）农村学校的案例研究采用人种学方法来分析 PAR 策略和过程如何促进民主化进程以及教育界对学校文化转变的看法。结果显示了参与策略的改进和更分散的领导，但它们也揭示了对委派责任的一些阻力和赋予儿童声音权力的困难。