Revistes Catalanes amb Accés Obert (RACO)

Pluralidad e igualdad en las comunidades de aprendizaje

Mimar Ramis Salas


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
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.

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