Cultural Intelligence in the School

A wide range of research, including Scribner's cultural psychology, work by Rogoff and Lave on daily and situated cognition, and the notion of funds of knowledge (Moll et al.), has demonstrated that all people have cultural intelligence which allows them to address and resolve many problems in daily life. In the same vein, the study of successful educational actions within the framework of the INCLUD-ED project reveals that more types of intelligence must be included in schools if educators are to respond successfully to the educational demands of highly heterogeneous classrooms. Using two case studies of community-based educational projects in Spain, this article shows how it is essential to recognize the cultural intelligence of all students in order to connect learning in classrooms with life outside school and thus provide meaning and a context for school knowledge

Colaboración entre centros de investigación europeos: El ejemplo del IMPACT-EV

Desde España se han coordinado muchos proyectos de los programas marco de investigación científica europea; disponemos ya en todas las ciencias ejemplos muy positivos de cómo organizar la colaboración entre centros de investigación europea. Este artículo expone la experiencia de uno de ellos, en la segunda sección, incluye elementos muy concretos y prácticos de optimización de la citada colaboración que no suelen encontrarse por escrito. Previamente, se dedica la primera sección al objetivo general del proyecto ya que sitúa el contexto del trabajo conjunto y también los debates actuales en relación al próximo programa marco, cuya primera versión pronto se hará pública. En la tercera y última sección, se abordan nuevas aportaciones para lograr el éxito de esos procesos colaborativos

Plurality and equality in the Learning Communities

Objeto: Presentar evidencias empíricas del éxito generado gracias a los tipos de organización del centro y el aula en las comunidades de aprendizaje (CA). Diseño/metodología/enfoque: El presente artículo se basa en 1) literatura científica de referencia en revistas indexadas en el Journal Citation Reports sobre el tipo de participación de las familias de migrantes y minorías culturales y su efecto en la educación de sus hijos e hijas; y en 2) la recogida de testimonios de familiares de origen migrante o pertenecientes a minorías culturales Aportaciones y resultados: Se presentarán evidencias empíricas sobre cómo los tipos de gestión y organización de la participación de las familias en el aula y la escuela de CA maximizan la pluralidad de voces y contribuyen a mejorar los resultados de los niños y niñas de los grupos sociales más desfavorecidos. Limitaciones: La complejidad para conseguir un clima de diálogo igualitario ideal en el marco de las técnicas de investigación comunicativas. Implicaciones sociales: El artículo incide en el hecho que las actuaciones basadas en evidencias científicas consiguen la transformación educativa y social, contribuyendo a responder a los objetivos de Europa 2020. Originalidad / Valor añadido: Cómo implementando determinadas formas de organización del aula y la escuela basadas en la inclusión de la pluralidad de voces aportan evidencias de la mejora en la gestión del centro y de la transformación de las relaciones con la comunidad.Purpose: To present empirical evidence of the success generated as a result of the types of organization of the centres and the classrooms in the CA. The inclusion of the plurality of voices of families from very different origins allows for an education that based on the plurality and diversity manages to achieve a greater equality in the results of all children. Design/methodology: The present article is based on 1) review of the scientific literature in journals selected in the Journal Citation Reports about the types of participation of migrant families and from cultural minorities and their effect on the education of their children; and 2) on the collection of testimonies of migrant and cultural minority families through qualitative techniques. Findings: Empirical evidence is presented about how the types of management and organization of the families' participation in the classroom and the school of Learning communities maximize the plurality of voices (migrant and cultural minority families) and contribute to improve the results of the children of the social groups who are most underprivileged and who obtain a greater improvement in the results levelling them with those of the mainstream society. Research limitations/implications: Complexity to achieve a climate of ideal egalitarian dialogue in the framework of the communicative research data collection techniques. Social implications: The article emphasizes the fact that evidence based actions achieve social and educational transformation, contributing to respond to the objectives of Europe 2020 to achieve more inclusive societies. Originality/value: How through implementing certain forms of classroom and school organization based on the inclusion of the plurality of voices, we contribute evidence of the improvement of the management of the center and the transformation of the relations with the community, beyond the educational success.Peer Reviewe

Sociological Theory from Dialogic Democracy

Despite the long dialogical tradition both in Eastern and Western societies, in recent years the social dialogical turn is more and more evident in many domains of life. Citizens increasingly demand to have a saying in the seeking of solutions for their problematics, and advocate for a more democratic approach to science that fosters the inclusion of all voices and enhances the agency of citizens in social transformation. Therefore, global scientific research is progressively more oriented towards co-creation as a means to ensure social impact. In this context, social theory can provide the theoretical foundations to better address the societal challenges of concern, as well as the mechanisms to properly design research oriented to produce social impact, such as communicative methodology, and to monitor and evaluate such impact. Social theory would then serve its ultimate goal: to contribute to the improvement of societies. Sociology was born as part of the democracies to provide citizens with elements of analysis that would make it possible for them to make their decisions with the prior evidence of the consequences of each option. After a process of democratization, we return to the original sense, but now in a more democratic situation

Sociological Theory from Dialogic Democracy

Despite the long dialogical tradition both in Eastern and Western societies, in recent years the social dialogical turn is more and more evident in many domains of life. Citizens increasingly demand to have a saying in the seeking of solutions for their problematics, and advocate for a more democratic approach to science that fosters the inclusion of all voices and enhances the agency of citizens in social transformation. Therefore, global scientific research is progressively more oriented towards co-creation as a means to ensure social impact. In this context, social theory can provide the theoretical foundations to better address the societal challenges of concern, as well as the mechanisms to properly design research oriented to produce social impact, such as communicative methodology, and to monitor and evaluate such impact. Social theory would then serve its ultimate goal: to contribute to the improvement of societies. Sociology was born as part of the democracies to provide citizens with elements of analysis that would make it possible for them to make their decisions with the prior evidence of the consequences of each option. After a process of democratization, we return to the original sense, but now in a more democratic situation

Grassroots community actors leading the way in the prevention of youth violent radicalization.

Violence-free family ties, non-violent peers or attachment to society have been pointed out as protective factors against different types of extremism and violent radicalization by international literature. However, more detail needs to be provided about which specific aspects within these realms (friendship/family/community) are effective in challenging violence and how they operate in practice. Recent research conducted under the framework of the PROTON project (Horizon 2020) has analyzed the social and ethical impacts of counter-terrorism and organized crime policies in six European countries. In this article we discuss some identified common features among practices that, developed by organized actors operating at the local level (e.g.: grassroots-based associations, educational institutions, other type of organized networks for prevention, NGOs), are contributing to preventing youth violent radicalization, a phenomenon of growing concern in Europe and beyond. Standing on a solid rejection to violence, these shared features are the following: a bottom-up approach in setting allies with key stakeholders from the community or/and family members to intervene; the promotion of trustworthy and healthy friendship relationships; debunking the lure surrounding violent subjects ("false heroes") and violence in the different contexts, especially in the socioeducational one

The zero violence brave club : a successful intervention to prevent and address bullying in schools

Bullying among peers in schools is a growing problem affecting children and adolescents from an early age worldwide. The consequences of bullying victimization in the emotional development of children and youth and their academic achievement are adverse for them and the rest of the school community, with its negative impact extending into the mid and long run. The Zero Violence Brave Club is implemented in schools in the framework of the Dialogic Model of Violence Prevention, a successful educational action according to the INCLUD-ED project [Strategies for inclusion and social cohesion in Europe from Education] (6th Framework Program of Research of the European Commission). The Zero Violence Brave Club has decreased peer bullying in schools by establishing and cultivating a culture of zero tolerance to violence in educational centers located in diverse socioeconomic and cultural contexts. This evidence-based intervention is grounded in the principle that only the person who denounces violence suffered by a peer and takes a stand always on the victim's side¿and those who support her or him¿against the aggressor can be considered brave. This article reports a qualitative study of the Zero Violence Brave Club as a successful intervention in seven schools in Spain. The schools are diverse in terms of public or private ownership, religious or lay background, and population served (different proportions of cultural minorities and students with special needs), challenging the misconception that the impact of educational interventions depends on the context. Interviews were conducted with teachers in the schools implementing the Zero Violence Brave Club in their class, using the communicative methodology of research. The results shed light on specific mechanisms through which the Zero Violence Brave Club prevents and responds to bullying in schools, such as emptying of social attractiveness any aggressive behaviors or attitudes. Benefits on mental health and psychological wellbeing are also reported

Child well-being in times of confinement: the impact of dialogic literary gatherings transferred to homes

The COVID-19 pandemic has created an unexpected situation that has forced people to find educational alternatives to support learning and ensure child well-being. The need for practices that 'open doors' at home as a way to promote a quality education and to foster an environment of supportive relationships and a sense of community, has led to the in-depth analysis of successful educational actions, particularly the Dialogic Literary Gatherings (DLGs). The aim of this article is to show how the transference of DLGs to the home environment has had an impact on child subjective well-being in times of confinement, promoting a safe and supportive environment for learning, interacting, coexisting and on emotional development at different educational stages, especially for the most vulnerable children. Data collection consisted of a focus group of 10 teachers, 6 semi-structured interviews addressed to families and 6 life stories of students, from 4 primary education centers, 1 high school, and 1 Special Education School. Communicative methodology structured the two-level data analysis, for studying both the elements provided by online DLGs that favor and achieve child well-being, and the elements that may hinder those achievements. The results confirm that DLGs have had a notorious impact on children's and their families' well-being. Considering the findings in the development of educational public policies and the possibility of extending 'open doors actions' as an option for future learning environments beyond the confinement situation is contemplated. Future research on how these spaces can have an impact on child well-being in upcoming contexts of the new normal in the education domain will be of interest

Capturing Emerging Realities in Citizen Engagement in Science in Social Media : A Social Media Analytics Protocol for the Allinteract Study

In the digital era, social media has become a space for the socialization and interaction of citizens, who are using social networks to express themselves and to discuss scientific advances with citizens from all over the world. Researchers are aware of this reality and are increasingly using social media as a source of data to explore citizens' voices. In this context, the methods followed by researchers are mainly based on the content analysis using manual, automated or combined tools. The aim of this article is to share a protocol for Social Media Analytics that includes a Communicative Content Analysis (CCA). This protocol has been designed for the Horizon 2020 project Allinteract, and it includes the social impact in social media methodology. The novel contribution of this protocol is the detailed elaboration of methods and procedures to capture emerging realities in citizen engagement in science in social media using a Communicative Content Analysis (CCA) based on the contributions of Communicative Methodology (CM).Peer reviewe