From stigma to teacher cooperation: a critical and transformative experience in an irregular school

Authors

  • Paloma Candela Soto Universidad de Castilla La Mancha
  • Montserrat Blanco García UNIVERSIDAD DE CASTILLA LA MANCHA
  • Eva María Jiménez Andujar UNIVERSIDAD DE CASTILLA LA MANCHA

DOI:

https://doi.org/10.47553/rifop.v96i35.1.82488

Abstract

This paper reflects on the ideas and convictions that teachers have about students from disadvantaged groups, by collecting and confronting perceptions, discourses and practices that show the influence of social representations as a key element of the teaching role. On the basis of a companionship and ethnographic research experience, on the one hand the awareness and the resignificance of stigma in the teaching expectations constructions are explored. The path started from a ghetto context towards a school model based on successful educational actions (through interaction and dialogic learning), opens a space of opportunities for reflection and teaching cooperation that invigorates its critical and transformative role in the educational process. On the other hand, the analysis identifies the teacher´s socio-emotional skill as a key element to face student´s social background and cultural identity. All these aspects can be part of the search for meaning needed to be transformed and to take the leap to a Learning Community.

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Published

2021-04-26

How to Cite

Candela Soto, P., Blanco García, M., & Jiménez Andujar, E. M. (2021). From stigma to teacher cooperation: a critical and transformative experience in an irregular school. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 96(35.1). https://doi.org/10.47553/rifop.v96i35.1.82488

Issue

Vol. 96 No. 35.1 (2021): 96 (35.1)

Section

Miscelánea

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