ABSTRACT

This article studies the dialogues, agreements, and actions in defence of a fairer and more inclusive school, carried out during ethnographic research in a Spanish rural school between 2019 and 2021, the period in which an ethnographer accompanied the professional work of the school principal, also the tutor of a class group. The research is carried out from a critical approach and uses participant observation, informal interview and document analysis. During the research process, we observed and participated in the development of three major patterns for social justice and the construction of a democratic and inclusive school in the case studied: the strengthening of the opening of the school doors; the promotion of horizontality in leadership relations in the school, and the promotion of collaborative educational strategies in the classroom.

摘要

本文研究了 2019 年至 2021 年间在西班牙乡村学校进行的民族志研究期间为捍卫一所更公平和更具包容性的学校而进行的对话、协议和行动，在此期间，民族志学家陪同校长的专业工作，也是一个班组的导师。该研究采用批判性方法进行，并使用参与观察、非正式访谈和文件分析。在研究过程中，我们在案例研究中观察并参与了社会公正和民主包容学校建设的三大模式的发展：加强学校大门的开放；促进学校领导关系的横向性，以及促进课堂协作教育策略。