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Dreams of Higher Education in the Mediterrani School Through Family Education

  • Datos identificativos

    Identificador: imarina:5132346
    Handle: https://hdl.handle.net/20.500.11797/imarina5132346
    Autores:
    Garcia Yeste, CarmeMorlà, TeresaIonesco, Vladia
    Resumen:
    Through Learning Communities, schools and their communities may play a key role in overcoming inequalities suffered by vulnerable populations. Learning Communities implement Successful Educational Actions (SEAs), one of which is Family Education. This action focuses on promoting basic education among community members, in addition to other adult educational and cultural activities. In this context, SALEACOM. Overcoming inequalities in schools and Learning Communities: Innovative education for a new century (2015-2017) is a Marie Curie RISE project that develops interdisciplinary solutions for and with learners most heavily affected by inequalities, including access to higher education and its quality. In this article, we focus on one experience from the Mediterrani School (Spain), where we work through SALEACOM. This school was known as a ghetto school until 2012, when they decided to transform the school into a Learning Community and to apply SEAs. This article analyses the impact of the Family Education programme in relation to families and children's expectations of higher education and how these expectations affected children's results. Family Education started in the Mediterrani School in the academic year 2012-2013, when the school and families conducted adult training courses. Three years later, family education had a massive response from the community, when 63 community members, 41% of the Roma enrolled in training courses. Since then, all courses are established according to the community's decisions through their active participation. Following a communicative methodology, we conducted semi-structured interviews with a communicative orientation among some of the participants in these adult courses. The communicative analysis showed that Family Education allow

  • Otros:

    Autor según el artículo: Garcia Yeste, Carme; Morlà, Teresa; Ionesco, Vladia
    Departamento: Gestió d'Empreses
    Autor/es de la URV: García Yeste, Carme / Morlà Folch, Maria Teresa
    Palabras clave: Vulnerable populations Roma Learning communities Higher education Family involvement Family education Diversity Adult education
    Resumen: Through Learning Communities, schools and their communities may play a key role in overcoming inequalities suffered by vulnerable populations. Learning Communities implement Successful Educational Actions (SEAs), one of which is Family Education. This action focuses on promoting basic education among community members, in addition to other adult educational and cultural activities. In this context, SALEACOM. Overcoming inequalities in schools and Learning Communities: Innovative education for a new century (2015-2017) is a Marie Curie RISE project that develops interdisciplinary solutions for and with learners most heavily affected by inequalities, including access to higher education and its quality. In this article, we focus on one experience from the Mediterrani School (Spain), where we work through SALEACOM. This school was known as a ghetto school until 2012, when they decided to transform the school into a Learning Community and to apply SEAs. This article analyses the impact of the Family Education programme in relation to families and children's expectations of higher education and how these expectations affected children's results. Family Education started in the Mediterrani School in the academic year 2012-2013, when the school and families conducted adult training courses. Three years later, family education had a massive response from the community, when 63 community members, 41% of the Roma enrolled in training courses. Since then, all courses are established according to the community's decisions through their active participation. Following a communicative methodology, we conducted semi-structured interviews with a communicative orientation among some of the participants in these adult courses. The communicative analysis showed that Family Education allowed the participants, and the members of community expected continued education throughout life and access to the university. The Adult Education promoted in the Mediterrani School can have a transformative effect on educational outcomes, opening possibilities for personal and social change.
    Áreas temáticas: Pedagogical & educational research Education & educational research Education
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 2504284X
    Direcció de correo del autor: teresa.morla@urv.cat carme.garciay@urv.cat
    Identificador del autor: 0000-0001-5242-6052 0000-0001-9717-8021
    Fecha de alta del registro: 2024-10-12
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Frontiers In Education. 3 (79):
    Referencia de l'ítem segons les normes APA: Garcia Yeste, Carme; Morlà, Teresa; Ionesco, Vladia (2018). Dreams of Higher Education in the Mediterrani School Through Family Education. Frontiers In Education, 3(79), -. DOI: 10.3389/feduc.2018.00079
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2018
    Tipo de publicación: Journal Publications

  • Palabras clave:

    Education,Education & Educational Research
    Vulnerable populations
    Roma
    Learning communities
    Higher education
    Family involvement
    Family education
    Diversity
    Adult education
    Pedagogical & educational research
    Education & educational research
    Education

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