Revistes Catalanes amb Accés Obert (RACO)

La dimensión instrumental en las comunidades de aprendizaje

Lena De Botton

Resum


Purpose: Nowadays, Spain is experiencing a high rate of school failure. Consequently,
we must ask us about its causes but also the alternatives to overcome this. Sometimes,
certain perspectives attributes the educational failure to individual causes of students
themselves, especially regarding vulnerable groups such as migrants, Roma and
disadvantaged social classes among others. However, instead of talking about “school
failure”we should refer to “failing schools” indicating those that aren’t guarantee to all
pupils the basic knowledge to participate in the society. The article focus the attention
on this correlation between academic success and social inclusion.
Design/methodology: Based on the results of Includ-ed project (Sixth Framework
Programme of the European Commission), there are certain educational actions that
allow to build an efficiently and equitable school. So, we are referring about a desirable
school for families because their children are learning into. The paper wants to identify
how these actions reinforce the instrumental dimension of learning and how the
instrumental dimension of learning becomes a commitment to social inclusion.
Findings: Learning communities apply these successful actions demonstrating that
even in situations where the exclusion factors are concentrated, ghetto schools, schools
could manage to become a magnet school. These schools offer the same educational
and social opportunities for all students regardless their social or cultural origin.
Originality/value: The results shows us that the really innovation is to treat all people
in equal opportunities for all the students. This makes a relevant contribution to
building a more cohesive society by fighting poverty and exclusion, and ultimately is
geared towards achieving the objectives of the 2020 European Commission.

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