Education with social justice: Dialogic community classrooms in Chile

被引：0

作者：

Ferrada, Donatila ^{[1
]}

Del Pino, Miguel ^{[1
]}

Astorga, Blanca ^{[1
,2
]}

Davila, Gianina ^{[1
,3
]}

Bastias, Cecilia ^{[4
]}

机构：

[1] Univ Catol Maule, Ctr Invest Educ Justicia Social, Talca, Chile

[2] Univ Acad Humanismo Cristiano, Providencia, Chile

[3] Univ Arturo Prat, Antofagasta, Chile

[4] Univ Concepcion, Concepcion, Chile

来源：

PERFILES LATINOAMERICANOS | 2024年 / 32卷 / 64期

关键词：

community education; social justice; recognition; parity; participation; formal education;

D O I：

10.18504/pl3264-006-2024

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

Social justice is a relevant issue in current Chilean society, particularly for the community classroom experiences that make up this research. These dialogical classrooms are experiences that aim to reverse the injustices that are present in the Chilean formal educational system. This study aims to reveal if these classrooms can advance in social justice of reciprocal recognition and participatory parity, based on a four-year study in eight community classrooms spread along the country, through a type of participatory research. The findings reveal important achievements in social relationships among people in the community and school, together with structural changes that impact the curriculum.

引用

页数：22

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