ABSTRACT

Background

For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project.

Purpose

The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion.

Method

Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques.

Findings

Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory.

Conclusions

: Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.

中文翻译：

---

开放参与空间：一种重新思考与领土相关的学校实践的方式

摘要

背景

为了让教育以包容性和跨文化性原则为基础，需要将学校重新定义为与其领土密切相关并能够成为社会变革推动者的机构。作为探索民主参与促进社会转型过程的更广泛项目的一部分，本文报告了一项研究，该研究支持学校通过基于学校的参与式行动研究 (PAR) 项目审查和重新制定其教育实践。

目的

该研究旨在支持参与的学校通过使用参与式社会诊断 (PSD) 策略来检查、审查和转变实践。特别是，它旨在探索 PSD 实践能够审查与领土相关的实践的方式，鼓励变革性参与以实现包容性。

方法

通过在西班牙不同地点的四所婴儿（3 至 6 岁小学生）和小学（6 至 12 岁小学生）学校开展的参与项目，开发了案例研究，以检查参与和社区建设每个案例。使用内容分析技术对包括焦点小组会议记录在内的数据进行转录和定性分析。

发现

在四个案例研究中，分析表明，以各种方式创造了空间和时间以供共享反思，参与式技术产生了整个社区可用的创造性形式，以促进实践的分析和转化。研究结果表明，PAR 技术启用了一种参与方式，导致知识的流通和集体生产过程，允许重新思考包容性和领土。

结论

：我们的小规模深入研究强调了开放参与空间对社区、社会变革和领土概念的影响。这项研究可能会为未来的研究人员和学校社区提供见解，这些社区具有改变教育实践的类似目标，以通过包容性和跨文化的方法解决参与问题。