RT Conference Proceedings
T1 Emerging narratives, activism, and the struggle for the right to inclusive education in Spain
A1 Calderón-Almendros, Ignacio
A1 Rascón-Gómez, María Teresa
A1 Mojtar Mendieta, Luz del Valle
K1 Educación inclusiva
AB In 2018, about 100 activists from all over Spain met to carry out a participatory evaluation of the situation of inclusive education in the country. That work (Calderón-Almendros, Moreno-Parra & Vila-Merino, 2024) established the analytical framework for a huge subsequent work through a Participatory Action Research project that has involved more than 700 people in the development of analysis, materials, guides, experiences, campaigns, resistance actions, etc. The different stakeholders —students, families, teachers, support staff— have recovered their agency gradually to become masters of their lives, and to become policymakers in their realities (Calderón-Almendros & Rascón-Gómez, 2020). Their analyses, committed to change, have generated a political agenda that is challenging the control of the educational system over disadvantaged students.The conduct of this study is based on an “ad hoc” methodology, which combines several processes of Participatory Action Research (PAR), recognized for its ability to address uncomfortable truths (Kemmis, 2006), along with biographical and narrative methodology. All this process has led to a social movement under a slogan: 'Inclusive education. Wanting it is creating it’. Nobody is going to do it for them. And if they want it, they have to build it. The results obtained show that the formation of networks of support and mutual resistance favors resilience processes, target structural transformations and act for the bene t of all people in schools.
YR 2024
FD 2024-09-09
LK https://hdl.handle.net/10630/32939
UL https://hdl.handle.net/10630/32939
LA eng
NO References:Bertaux, D. (1981). Biography and Society. London: Sage.Brydon-Miller, M. & Maguire, P. (2009). Participatory Action Research: Contributions to the Development of Practitioner Inquiry in Education. Educational Action Research, 17(1), 79-93. https://doi.org/10.1080/09650790802667469 Calderón-Almendros, I.; Moreno-Parra, J. & Vila-Merino, E. (2022). Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2022.2108512 (https://doi.org/10.1080/13603116.2022.2108512)Calderón-Almendros, I. & Rascón-Gómez, M.T. (Coords.)(2020). Análisis y propuestas para una nueva Ley Educativa. Conversaciones de la ciudadanía sobre la escuela inclusiva. Octaedro.Kemmis, S. (2006). Participatory Action Research and the public sphere. Educational Action Research, 14 (4), 459-476. https://doi.org/10.1080/09650790600975593ONU (13 de diciembre de 2006). Convención sobre los derechos de las personas con discapacidad. New York: Organización de Naciones Unidas. https://bit.ly/2X6oZGCUNESCO (1994). Declaración de Salamanca y Marco de Acción sobre Necesidades Educativas Especiales. París: UNESCO. https://bit.ly/2ZZW76O
NO Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 26 ene 2026