Establishing the Classroom Rules to Encourage Student Voice. Spanish Case Study
DOI:
https://doi.org/10.4067/S0718-73782016000200010Keywords:
Student voice, Intercultural inclusive school, Action-research, Classroom rulesAbstract
This article describes an action-investigation process developed in two elementary level classrooms of a school in a transformation process to become an intercultural inclusive school. We start with an analysis of the participation level of the students, teachers teaching styles and participating methodologies that are used, in order to inquire about the role that the student’s voice and to reach an agreement to establish a new strategy, which favors its role and participation and that is centered in the re-elaboration of classroom rules by the students. The results indicate that despite differences in both classrooms, the implementation of the strategy is plausible. We can conclude that, implementing participatory strategies allows the realization of its benefits, extending the interest thereon and facilitating critical reflection from an inclusive intercultural perspective.
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 Revista Latinoamericana de Educación Inclusiva
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative Commons Reconocimiento (by)
Esta licencia permite la explotación de la obra, así como la creación de obras derivadas, la distribución de las cuales también está permitida con la condición de que se haga referencia expresa al autor/a, es decir, que aparezca su nombre en cualquier uso o acto de explotación que se haga de la obra.