Democracia y justicia social en las escuelasDimensiones para pensar y mejorar la práctica educativa

  1. Guillermina Belavi 1
  2. F. Javier Murillo 1
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Journal:
REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

ISSN: 1696-4713

Year of publication: 2020

Volume: 18

Issue: 3

Pages: 5-28

Type: Article

DOI: 10.15366/REICE2020.18.3.001 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Abstract

Democracy and social justice are mutually involved. This statement is valid for our society and is also true for our schools. With Nancy Fraser's ideas on Social Justice as a framework, this article proposes five dimensions to improve Social Justice and Democracy in schools. First, Redistribution of opportunities and benefits of education, as a way for schools to break the social inequalities perverse circle; the second dimension is the Recognition of cultural values and social diversity, through which the dominant cultural values in education are questioned, and the different school’s member identities, perspectives and lifestyles are respected and learned from. The third dimension refers to democratic school governance, a governance based on responsibilities distribution, proactivity and plural networks cooperation. The fourth dimension is Critical and Participatory Curriculum and the fifth and last one is a Democratic School Culture. These dimensions contribute to identify abstract concepts in the concrete ways in which they are carried out in schools, reflect on them and suggest practices to improve them.

Bibliographic References

  • Abowitz, K. K. (2011). Qualifying my faith in the common school ideal: A normative framework for democratic justice. Educational Theory, 60(6), 683-702. https://doi.org/10.1111/j.1741-5446.2010.00384.x
  • Aguilar Villanueva, L. F. (2006). Gobernanza y gestión pública. Fondo de Cultura Económica.
  • Apple, M. W. (2014). Official knowledge: Democratic education in a conservative age. Routledge.
  • Apple, M. W. (2018). Ideology and curriculum. Routledge.
  • Apple, M. W. (2019). The struggle for democracy in education: Lessons from social realities. Routledge.
  • Apple, M. W. y Beane, J. A. (1999). Escuelas democráticas. Morata.
  • Arendt, H. (2014). La condición humana. Paidós.
  • Ayers, W., Kumashiro, K., Meiners, E., Quinn, T. y Stovall, D. (2016). Teaching toward democracy 2e: Educators as agents of change. Routledge.
  • Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College, Columbia University.
  • Beane, J. A. (2013). A common core of a different sort: Putting democracy at the center of the curriculum. Middle School Journal, 44(3), 4-14. https://doi.org/10.1080/00940771.2013.11461850
  • Bergmark, U. y Westman, S. (2015). Co-creating curriculum in higher education: Promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28-40. https://doi.org/10.1080/1360144X.2015.1120734
  • Blackmore, J. (2016). Educational leadership and Nancy Fraser. Routledge.
  • Brough, C. J. (2012). Implementing the democratic principles and practices of student-centred curriculum integration in primary schools. The Curriculum Journal, 23(3), 345-369. https://doi.org/10.1080/09585176.2012.703498
  • Carr, W. (1998). The curriculum in and for a democratic society. Pedagogy, Culture & Society, 6(3), 323-340. https://doi.org/10.1080/14681369800200044
  • Deal, T. E. y Peterson, K. D. (2016). Shaping school culture. Jossey-Bass.
  • Dewey, J. (1916/2004). Democracia y educación: Una introducción a la filosofía de la educación. Morata.
  • Díez-Gutiérrez, E. J. (1999). La estrategia del caracol. Un cambio cultural en una organización. Oikos-Tau.
  • Duncan-Andrade, J. M. y Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. Peter Lang.
  • Dworkin, R. M. (2006). Is democracy possible here? Principles for a new political debate. Princeton University Press.
  • Englund, T. (2015). Toward a deliberative curriculum? Nordic Journal of Studies in Educational Policy, 1, art. 26558. https://doi.org/10.3402/nstep.v1.26558
  • Feito, R. (2009). Escuelas democráticas. Revista de Sociología de la Educación, 2(1), 17-33.
  • Feu, J., Prieto, O. y Simó, N. (2016). ¿Qué es una escuela verdaderamente democrática? Cuadernos de Pedagogía, 465, 90-97.
  • Feu, J., Simó, N., Serra, C. y Canimas, J. (2016). Dimensiones, características e indicadores para una escuela democrática. Estudios Pedagógicos (Valdivia), 42(3), 449-465.
  • Feu, J., Serra, C., Canimas, J., Làzaro, L. y Simó, N. (2017). Democracy and education: A theoretical proposal for the analysis of democratic practices in schools. Studies in Philosophy and Education, 36, 647-661. https://doi.org/10.1007/s11217-017-9570-7
  • Feu, J., Simó, N., Serra, C., Canimas, J. y Lázaro, L. (2016). Elementos claves para una gobernanza democrática de la escuela: Dimensiones e indicadores. En J. Collet y A. Tort (Coord.), La gobernanza escolar democrática (pp. 101-126). Morata.
  • Fielding, M. (2012). Beyond student voice: Patterns of partnership and the demands of deep democracy. Revista de Educación, 359, 45-65.
  • Fraser, N. (2000). Rethinking recognition. New Left Review, 2(3), 107-120.
  • Fraser, N. (2008). La justicia social en la era de la política de identidad: Redistribución, reconocimiento y participación. Revista de Trabajo, 4(6), 83-99.
  • Fraser, N. (2012). Escalas de justicia. Herder Editorial.
  • Freire, P. (1970). Pedagogía del oprimido. Siglo XXI Editores.
  • Freire, P. (1993). Pedagogía de la esperanza: Un reencuentro con la pedagogía del oprimido. Siglo XXI Editores.
  • Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70. https://doi.org/10.1111/curi.12002
  • Geertz, C. (1973). The interpretation of cultures. Basic books.
  • Gimeno Sacristán, J. (1991). El currículo: Una reflexión sobre la práctica. Morata.
  • Gimeno Sacristán, J. (2010). ¿Qué significa el curriculum?. En J. Gimeno Sacristán (Comp.), Saberes e incertidumbres sobre el currículum (pp. 21-44). Morata.
  • Giroux, H. A. (2001). Theory and resistance in education: Towards a pedagogy for the opposition. Greenwood Publishing Group.
  • Goldring, L. (2002). The power of school culture. Leadership, 32(2), 32-35.
  • Guarro, A. (2002). Currículo y democracia. Octaedro.
  • Guarro, A. (2008). Competencias básicas: Currículum integrado y aprendizaje cooperativo. Investigación en la Escuela, 66, 29-42.
  • Gutmann, A. (1987). Democratic education. Princeton University Press
  • Harris, J. (2018). Speaking the culture: Understanding the micro-level production of school culture through leaders’ talk. Discourse, 39(3), 323-334. https://doi.org/10.1080/01596306.2016.1256271
  • Hinde, E. R. (2005). School culture and change: An examination of the effects of school culture on the process of change. Essays in Education, 12, 61-72.
  • Honneth, A. (1996). The struggle for recognition: The moral grammar of social conflicts. Mit Press.
  • Hopkins, N. (2014). The democratic curriculum: Concept and practice. Journal of Philosophy of Education, 48(3), 416-427. https://doi.org/10.1111/1467-9752.12088
  • Hytten, K. (2015). Ethics in teaching for democracy and social justice. Democracy and Education, 23(2), art. 1.
  • Jones, S., Harvey, M., Lefoe, G. y Ryland, K. (2014). Synthesising theory and practice: Distributed leadership in higher education. Educational Management Administration & Leadership 42(5), 603-619. https://doi.org/10.1177/1741143213510506
  • Keddie, A. (2012). Schooling and social justice through the lenses of Nancy Fraser. Critical Studies in Education, 53(3), 263-279. https://doi.org/10.1080/17508487.2012.709185
  • Kumashiro, K. K. (2015). Against common sense: Teaching and learning toward social justice. Routledge.
  • Lim, L. (2011). Beyond logic and argument analysis: Critical thinking, everyday problems and democratic deliberation in Cambridge international examinations’ thinking skills curriculum. Journal of Curriculum Studies, 43(6), 783-807. https://doi.org/10.1080/00220272.2011.590231
  • Lim, L. y Tan, M. (2018). Meritocracy, policy and pedagogy: Culture and the politics of recognition and redistribution in Singapore. Critical Studies in Education, 1-17. https://doi.org/10.1080/17508487.2018.1450769
  • Lingard, B. y Keddie, A. (2013). Redistribution, recognition and representation: Working against pedagogies of indifference. Pedagogy, Culture and Society, 21(3), 427-447. https://doi.org/10.1080/14681366.2013.809373
  • Lynch, K. y Baker, J. (2005). Equality in education: An equality of condition perspective. Theory and Research in Education, 3(2), 131-164. https://doi.org/10.1177/1477878505053298
  • Lynch, K. y Lodge, A. (2002). Equality and power in schools. Routledge.
  • Mabovula, N. (2009). Giving voice to the voiceless through deliberative democratic school governance. South African Journal of Education, 29(2), 219-233.
  • McLaren, P., Ryoo, J. J., Crawford, J. y Moreno, D. (2010). Critical praxis. En C. A. Kridel (Coord.), Encyclopedia of curriculum studies (pp. 150-151). Sage. http://doi.org/10.4135/9781412958806.n90
  • Mills, C. y Gale, T. (2010). Schooling in disadvantaged communities. Springer.
  • Mills, M., McGregor, G., Baroutsis, A., Te Riele, K. y Hayes, D. (2016). Alternative education and social justice: Considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100-115. https://doi.org/10.1080/17508487.2016.1087413
  • Mncube, V. y Mafora, P. (2013). School governing bodies in strengthening democracy and social justice: parents as partners? Anthropologist, 15(1), 13-23. https://doi.org/10.1080/09720073.2013.11891288
  • Moliner, O., Traver, J. A., Ruiz, M. P. y Segarra, T. (2016). Estrategias que inciden en los procesos de democratización de la escuela. Una aproximación teórica. Revista Electrónica de Investigación Educativa, 18(2), 116-129.
  • Murillo, F. J. (2006). Una dirección escolar para el cambio: Del liderazgo transformacional al liderazgo distribuido. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 4(4), 11-24.
  • Murillo, F. J. y Hernández, R. (2011). Hacia un concepto de justicia social. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(4), 7-23.
  • Murillo, F. J. y Hernández, R. (2014). Liderando escuelas justas para la justicia social. Revista Internacional de Educación para la Justicia Social, 3(2), 13-32
  • Olivo Pérez, M. A., Alaníz Hernández, C. y Reyes García, L. (2011). Crítica a los conceptos de gobernabilidad y gobernanza: Una discusión con referencia a los consejos escolares de participación social en México. Revista Mexicana de Investigación Educativa, 16(50), 775-799.
  • Power, S. (2012). From redistribution to recognition to representation: Social injustice and the changing politics of education. Globalisation, Societies and Education, 10(4), 473-492. https://doi.org/10.1080/14767724.2012.735154
  • Power, S. y Frandji, D. (2010). Education markets, the new politics of recognition and the increasing fatalism towards inequality. Journal of Education Policy, 25(3), 385-396. https://doi.org/10.1080/02680930903576404
  • Rawls, J. (1971). A theory of justice. Harvard University Press.
  • Riddle, S. y Apple, M. W. (Eds.). (2019). Re-imagining education for democracy. Routledge.
  • Ruitenberg, C. (2009). Educating political adversaries: Chantal Mouffe and radical democratic citizenship education. Studies in Philosophy and Education, 28(3), 269-281. https://doi.org/10.1007/s11217-008-9122-2
  • Santizo Rodall, C. (2011). Gobernanza y participación social en la escuela pública. Revista Mexicana de Investigación Educativa, 16(50), 751-773.
  • Sapon-Shevin, M. (2013). La inclusión real: Una perspectiva de justicia social. Revista de Investigación en Educación, 11(3), 71-85.
  • Schein, E. H. (2010). Organizational culture and leadership. Jossey-Bass.
  • Simó, N., Parareda, A. y Domingo, L. (2016). Towards a democratic school. The experience of secondary school pupils. Improving Schools, 19(3), 181-196. https://doi.org/10.1177/1365480216631080
  • Smit, H. H. y Oosthuizen, I. J. (2011). Improving school governance through participative democracy and the law. South African Journal of Education, 31, 55-73.
  • Straume, I. (2016). Democracy, education and the need for politics. Studies in Philosophy and Education, 35(1), 29-45. https://doi.org/10.1007/s11217-015-9465-4
  • Subirats, J. (2009). Gobernanza y educación. En VVAA, Educación y vida urbana, 20 años de ciudades educadoras (pp. 227-240). Asociación Internacional de Ciudades Educadoras.
  • Subirats, J. (2016). Notas sobre principios y estrategias de una gobernanza educativa y democrática de lo común en el cambio de época. En J. Collet y A. Tort (Coords.), La gobernanza escolar democrática. Más allá de los modelos neoliberal y neoconservador (pp. 65-83). Morata.
  • Taylor, C. (1994). Multiculturalism: Examining the politics of recognition. Princeton University Press.
  • Torres, J. (2006). Globalización e interdisciplinariedad: El currículum integrado. Ediciones Morata.
  • Vincent, C. (Ed.). (2020). Nancy Fraser, social justice and education. Routledge.
  • Wang, F. (2016). From redistribution to recognition: How school principals perceive social justice. Leadership and Policy in Schools, 15(3), 323-342. https://doi.org/10.1080/15700763.2015.1044539
  • Woods, P. A. y Woods, G. J. (2012). Degrees of school democracy: A holistic framework. Journal of School Leadership, 22(4), 707-732. https://doi.org/10.1177/105268461202200402
  • Young, I. M. (2011). Justice and the politics of difference. Princeton University Press.