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2016 - Vol. 10, Num. 2 | |||||
Establishing the Classroom Rules to Encourage Student Voice.
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Marta Terrén and Auxiliadora Sales | ||||||
Abstract | ||||||
This article describes an action-investigation process developed in two elementary level classrooms of a school in a transformation process to become an intercultural inclusive school. We start with an analysis of the participation level of the students, teachers teaching styles and participating methodologies that are used, in order to inquire about the role that the student’s voice and to reach an agreement to establish a new strategy, which favors its role and participation and that is centered in the re-elaboration of classroom rules by the students. The results indicate that despite differences in both classrooms, the implementation of the strategy is plausible. We can conclude that, implementing participatory strategies allows the realization of its benefits, extending the interest thereon and facilitating critical reflection from an inclusive intercultural perspective. |
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Key words | ||||||
Student voice, Intercultural inclusive school, Action-research, Classroom rules. |
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Complete Text | ||||||
Full text in Spanish, PDF | ||||||
Reference | ||||||
Terrén, M., & Sales, A. (2016). Establecimiento de normas de aula para favorecer la voz del alumnado. Estudio de caso español. [Establishing the classroom rules to encourage student voice. Spanish case study]. Revista Latinoamericana de Educación Inclusiva, 10(2),
151-166. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num2/art8.pdf |
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