RT Journal Article
T1 Nomadic knowledge in emerging pedagogical contexts: ethnographic experience in two secondary schools in Málaga, Spain.
A1 Cortés-González, Pablo
A1 Rivas-Flores, José Ignacio
K1 Enseñanza secundaria
K1 Planificación educativa
AB This paper presents a research experience in secondary schools that develop educational projects of a participatory and transformative nature. This contribution arises from the new educational needs emanating from augmented society and multiple literacies that transform communication and the circulation of knowledge, challenging conventional educational methods. An ethnography was carried out in two secondary schools, one in a rural environment and the other in a metropolitan area. The results are organised around the notion of community; the management processes and shared leadership; and the transformative pedagogical processes that are being developed. We conclude that the Spanish secondary school context is still based on practices centred on content and masterly methodologies; this leads us to understand that the mentioned schools, as disruptive experiences, promote a change towards a curriculum centred on the participation and interests of the students; horizontal and cooperative management practices; a strong sense of community; among others.
PB Taylor&Francis
YR 2024
FD 2024-05-11
LK https://hdl.handle.net/10630/44952
UL https://hdl.handle.net/10630/44952
LA eng
NO Cortés-González, P., & Rivas-Flores, J. I. (2024). Nomadic knowledge in emerging pedagogical contexts: ethnographic experience in two secondary schools in Málaga, Spain. Ethnography and Education, 19(3), 301–318. https://doi.org/10.1080/17457823.2024.2347608
NO https://openpolicyfinder.jisc.ac.uk/id/publication/5236?from=single_hit
NO Consejería de Economía, Conocimiento, Empresas y Universidad-programa operativo FEDER Andalucía 2014–2020, Junta de Andalucía
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 26 feb 2026