14. Communities, Families and Schooling in Educational Research
Paper
The Empowerment of the ‘Other Women' and their Communities' Development through Education.
Laura Ruiz-Eugenio1, Itxaso Tellado2, Elena Duque1
1University of Barcelona, Spain; 2University of Vic-Central University of Catalonia, Spain
Presenting Author: Ruiz-Eugenio, Laura;
Tellado, Itxaso
This paper is part of the research project “The Empowerment of All Women through Adult Education for a Sustainable Development” (2021-2024) funded by the State Research Agency of the Spanish Ministry of Science and Innovation in the framework of the research plan targeted at the challenges of society. The aim is to identify educational actions which are contributing to the empowerment of women in a situation of more vulnerability, providing evidence of the social impact on their life and their communities' development, and identifying those characteristics that make them replicable and transferable to other contexts. Specifically, this contribution responds to two of the project research questions:
1) What educational actions are empowering disadvantaged women and promoting their community development in rural and urban areas?
2) What characteristics make these actions replicable and transferable to other contexts?
Offering educational opportunities to all women -focusing on those who are most vulnerable because they do not have basic academic qualifications, belong to immigrant, or refugee groups, ethnic minorities, women living with disabilities, survivors of gender-based violence, women living in remote and rural areas, and women over 65 years old, is one of the requirements of SDG5. Achieve gender equality and empower all women and girls for the UN Agenda 2030. Furthermore, it is also a driver for the successful development of their communities, influencing their empowerment, economic development, health improvement and civic participation, as stated by the 4th Global Report on Adult Learning and Education elaborated by UNESCO (2019). Although women's participation in community education is increasing worldwide, according to GRALE, they tend to participate less in professional development programs and the most vulnerable ones do not participate yet.
Spain was a pioneer in promoting community education for women from the end of the 19th century until the end of the Civil War in 1939. Some experiences were the Institución Libre de Enseñanza [Institution for educational freedom] in 1870 within the framework of what would be the first organization for that purpose, the Asociación para la Enseñanza de la Mujer [Association for Women's Education]. Another example is the education for worker women promoted by movements such as Free Women (Ackelsberg, 2005; Kaplan, 1971, 1982; Ruiz-Eugenio, 2011)
This tradition was taken up by the community education movement, which reorganized underground at the end of the 1960s during the last stage of Franco's dictatorship and with more strength from 1975 and the beginning of the democratic transition (Flecha, 2000; Giner, 2018; Oliver et al., 2016; Sanchez-Aroca, 1999), inspired by Paulo Freire's Theory of Dialogical Action (Freire, 1970a, 1970b). Within the framework of these educational initiatives, the "Other Women" movement was created by women participating in community education who did not have higher education degrees and were often left out of the feminist public debate led by academic white women (Beck-Gernsheim et al., 2003; de Botton et al., 2006)
The “other women's” movement has international connections in the network of more than 5,000 schools as learning communities that exist in 18 countries in Latin America and Europe, in which the authors are part of the research team that trains the educators who implement the educational actions that are carried out (ENLARGE Consortium, 2018; Natura Institute., 2019; SEAs4all Consortium, 2016; Step4Seas Consortium, 2017).
Methodology, Methods, Research Instruments or Sources UsedTo address these two research questions, the project relies on an international systematic literature review on women's education and empowerment. Moreover, it involves empirical research engaging dialogically with communities in the knowledge co-creation through 10 case studies in community education involving "other women" in a diversity of settings in six cities and one rural town in Spain.
Systematic literature Review. The systematic literature review focused on articles published between 2010 and 2022 in peer-reviewed journals indexed in the Web of Science core collection and Scopus databases. The inclusion criteria of the literature were that the women who participated in the educational actions did not have higher academic qualifications, following the concept of "other women" elaborated by Lidia Puigvert. (Puigvert, 2001b, 2001a). The literature review was conducted in two phases. In the first phase, the combination of keywords used was “Empowerment” in the title, abstract, and keywords (AND) “Women Education” in the title, to obtain an international snapshot. In this first phase, 103 articles were selected for review. In the second phase, the words for search has been “Dialogic feminism”, “Other women”, and “Women” combined (AND/OR) in title, abstract, and keywords with the educational actions that the “other women” have promoted in Spain and in other countries in the framework of the Schools as Learning Communities network. These keywords are “Dialogic gatherings”, “Dialogic model of violence/conflict prevention and resolution”, “Interactive Groups”, “Family education/family involvement in learning activities” and principles of dialogic learning on which these actions are based such as “Egalitarian dialogue”, “Equality of differences”, and “Solidarity”. In this second one, 38 articles have been selected for review.
Fieldwork and case study development. The selection criteria for the cases are the following: projects, programs or educational actions involving women in a situation of greater discrimination due to their low literacy levels, minority cultural groups, migrants, refugees, older, with disabilities, living in remote and rural areas, low SES, unemployed, survivors of gender-based violence and all forms of violence including trafficking.
For this paper, only the results of the systematic literature review are presented. The findings of the fieldwork will be presented in future editions of ECER.
Conclusions, Expected Outcomes or FindingsOf the 141 articles reviewed, 83 (61 qualitative, 16 quantitative and 6 mixed methods) have identified 24 types of educational actions aimed at empowering the most vulnerable women that demonstrate 36 kinds of social impact in empowering women, their families, and their communities in urban and rural contexts in 46 countries around the world.
The 24 types of education actions identified have been classified into four categories: 1) educational actions in the formal setting from literacy to training for access to higher education; 2) education and vocational training for employment; 3) education for access to knowledge in various fields such as science, health, and culture; 4) education for social and political participation. Among these educational actions, eight characteristics have been identified that can be transferred to educational actions that could be recreated in other contexts through dialogue with communities. These characteristics are the following: 1) Based on scientific evidence of social impact in diverse contexts; 2) Shared theoretical frameworks, among the most cited authors are Paulo Freire and Amartya Sen; 3) They create solidarity networks in their communities; 4) Dialogic and democratic organisation; 5) High expectations towards women participants; 6) Recognition of the equal right to live differently and express identity; 7) Educators committed to human rights and social justice; 8) Cooperation between governments, universities, NGOs and local communities.
The 36 kinds of the social impact of these educational actions have been classified into four groups: 1) improvements in the women themselves; 2) improvements in their families and intimate relationships; 3) improvements in their communities; 4) contributions to feminism. To highlight just two related to the improvement of their families and on development of their communities: their children improve their academic performance and the women empowering their local communities by using their resources to benefit a wide-reaching network of individuals.
ReferencesAckelsberg, M. A. (2005). Free Women of Spain: Anarchism and the Struggle for the Emancipation of Women. AK Press.
Beck-Gernsheim, E., Butler, J., & Puigvert, L. (2003). Women and Social Transformation. P. Lang.
de Botton, L., Puigvert, L., & Sánchez-Aroca, M. (2006). The Inclusion of Other Women: Breaking the Silence through Dialogic Learning.
ENLARGE Consortium. (2018). Enlarge Successful Educational Actions in Europe (No. 2018-1-ES01-KA201-050491). European Commission. http://enlargeseas.eu/index/
Flecha, R. (2000). Sharing Words: Theory and Practice of Dialogic Learning. Rowman & Littlefield.
Freire, P. (1970a). Cultural Action for Freedom. Harvard educational review.
Freire, P. (1970b). Pedagogy of the Oppressed. Herder and Herder.
Giner, E. (2018). Creative Friendships. Hipatia Press.
Kaplan, T. (1971). Spanish Anarchism and Women’s Liberation. Journal of Contemporary History, 6(2), 101–110.
Kaplan, T. (1982). Female Consciousness and Collective Action: The Case of Barcelona, 1910-1918. Signs, 7(3), 545–566.
Natura Institute. (2019). School as Learning Communities in Latin America. Comunidades de Aprendizaje. https://www.comunidaddeaprendizaje.com.es/
Oliver, E., Tellado, I., Yuste, M., & Fernández, R. L. (2016). The history of the democratic adult education movement in Spain. Teachers College Record, 118(4), 1–31.
Puigvert, L. (2001a). CHAPTER 2: Dialogic Feminism: “Other Women’s” Contributions to the Social Transformation of Gender Relations. Counterpoints, 242, 29–60.
Puigvert, L. (2001b). Las otras mujeres. El Roure.
Ruiz-Eugenio, L. (2011). Free Women (Mujeres Libres): Voices and Memories for a
Libertarian Future. Sense Publishers.
Sanchez-Aroca, M. (1999). La Verneda-Sant Marti: A school where people dare to dream. Harvard Educational Review, 69(3), 320–335.
SEAs4all Consortium. (2016). SEAs4all – Schools as Learning Communities in Europe (No. 2015-1-ES01-KA201-016327). European Commission.
Step4Seas Consortium. (2017). Step4Seas. Social Transformation through Educational Policies based on Successful Educational Actions (11.580432-EPP-1-2016-1-ES-EPPKA3-IPI-SOC-IN). European Commission. Erasmus+ Programme. https://www.step4seas.org/
14. Communities, Families and Schooling in Educational Research
Paper
Key Success Factors of Life-Skill and Community-based Education: Case Study from Sai Yoi Community
Atchara Sriphan
Naresuan University, Thailand
Presenting Author: Sriphan, Atchara
Introduction
Thailand has moved from a low-income society to an upper middle income country in a few decades and has become a key contributor to the economic growth of the Southeast Asian region. At the same time, Thailand has enacted major education reforms and invested a significant proportion of its national wealth into educating its youngest citizens. However, not all sections of society have benefited equally from this expansion. Half of Thai students in school are not acquiring the basic skills required for their own success and the country’s continued development. (OECD/UNESCO, 2016)
Thailand has embarked on an ambitious series of reforms towards addressing these challenges. However schools and teachers have not been given the support and skills they need to implement this new approach. The country lacks the capacity to ensure that its national tests reinforce the aims of the curriculum and support reform efforts rather than undermine them (OECD/UNESCO, 2016).
In the present Thai educational system is composed of two distinct strands which derive from the other countries. The first, pure abstract knowledge in various fields of thought which is derived from the Western tradition of liberal education, and the second, practical knowledge and technical skills relating to sciences and technology which emerged as a result of the recent industrial and technological revolutions. This system divides knowledge into various separate subjects and disciplines, thereby making it partial and fragmentary and it separates knowledge from real life, thereby making it abstract and irrelevant to living. Therefore Thai learners are not interested in education. This is the main cause that Thai educational standard fall down.
The country needs to develop Thai concept and strategy for education reform. that goes beyond the formal educational system, focusing on life centered, area based learning, and global knowledge applying. Hence community based education is an appropriate education concept in Thailand. In pursuit of the above definition of the issue, this paper will examine community based education efforts in Thailand to discern how they are best understood.
The main development policy of Sai Yoi Community is environmental development policy. Sai Yoi community focuses on reducing global warming. Community connects community development policies with global agendas such as the Sustainable Development Goals (SDGs). For this reason, the researcher choose this area to study. Because life skills and community based education is necessary to link the concept of individual education to a global level.
Research Question
The objectives of this research is to analyze key success factors of life-Skill and community-based education in Sai Yoi community, Phitsanulok Province.
Literature Review
1) Life-skill based learning (UNICEF, 2003; Learning Liftoff, 2018; Thoughtful Learning, 2018)
2) Community based learning (Melaville, Berg, and Blank, 2006; Howard, 2001)
Research design and methods
This research was divided into 9 steps:
1) select a location and gain approval from local education administrative officials and community’ leaders in Phitsanulok province, select a location 1 community include 440 representatives from school administrative staffs, teachers, students from 7 schools, community leaders, and the other stakeholders from 93 communities via questionnaires,
2) collect both secondary and field data by community survey, participatory and non-participatory observation, individual and group interviews of community’ leaders, etc. and share information with selected community,
3) synthesize and analyze that both of quantitative and qualitative data,
4) identify educational problems and opportunities to resolve them,
5) rank opportunities and develop life-skill and community based education plans,
6) adopt and implement the life-skill and community based education concept in selected community,
7) follow-up, evaluate and disseminate concept,
8) move the concept to broader society,
9) push the concept into national policy formulation.
Methodology, Methods, Research Instruments or Sources Used The conceptual framework demonstrates life-skill and community based education concept. The concept is relationship between practice learning, participatory action research (PAR), and national policy formulation in Sai Yoi community. Integrating these three together, the education concept is argued to be appropriate, especially for the community today as shown in figure 1
Conclusions, Expected Outcomes or FindingsThe results of analyze key success factors of develop life-skill and community based education in Sai Yoi community, it found that life-skill and community-based education concept that is useful for practice, research, and national policy discovered by this research is can be summarized in terms of a PPP concept. Practical learning at community level; Participatory action research at academic level; and Policy formulation at national level.
However life-skill and community based education is an appropriate education paradigm in Sai Yoi community, but the present status of the education model in Thailand is an alternative educational paradigm, and has a limited role informal education system. This model has been used only in some communities by NGOs. and minority educators, such as alternative school. Because the weak point of the model in the present is linking between community knowledge and global forms of knowledge.This model in Thailand does not fit smoothly with capitalism and national productivity improvement efforts. Therefore life-skill and community based education is still minority paradigm for educational development and needs to be articulated in educational policy. From this research result, the key attributes of the paradigm is “participation”;1) participatory curriculum design; 2) participatory learning process and resources; 3) participatory measurement and evaluation; and 4) participatory educational tangible benefits and utilization
This study confirms the viability of life-skill and community-based education model for the development of community educational system. However, the adoption of life-skill and community education model should consider many elements such as the roles of education, learning styles, community etc. So this model will be the light of wisdom and the enlightenment of Thai education with participation.
ReferencesLearning Liftoff. (2017). The Importance of Life Skills-Based Education. [Online]. Retrieved November, 22, 2021, from https://www.learningliftoff.com/the-importance-of-life-skills-based-education/.
Melaville, Atelia, Berg, Amy C. and Blank, Martin J. (2006). Community-Based Learning: Engaging Students for Success and Citizenship. Washington D.C.: Coalition for Community Schools.
Thoughtful Learning. (2018). What are life skills? . [Online]. Retrieved November, 22, 2021, from https://k12.thoughtfullearning.com/FAQ/what-are-life-skills.
OECD/UNESCO. (2016).Education in Thailand: An OECD-UNESCO Perspective, Reviews of National Policies for Education. Paris: OECD Publishing.
UNICEF. (2003). Life skills: Implementation models. [Online]. Retrieved April 22, 2017, fromhttps://www.unicef.org/lifeskills/index_10485.html.
14. Communities, Families and Schooling in Educational Research
Paper
Caring to make a Difference: Articulating the Value of Small-scale, Civil Society Alternative Education Provisions in England
Jodie Pennacchia, Laura Day Ashely
The University of Birmingham, United Kingdom
Presenting Author: Pennacchia, Jodie;
Day Ashely, Laura
Absence from school is a pressing issue in England at the present time, with almost 1 in 4 children persistently absent from school in Autumn 2021 (de Souza, 2022). Concerns related to school absence predate the Covid-19 pandemic and this phenomenon is linked to low attainment, antisocial behaviour and poor employment outcomes (de Souza, 2022). School absence has tended to be treated as a legal issue, e.g. school truancy (Reid 1999, 2002), or a psychological one, e.g. school refusal/phobia (DfE, 2018a); these discourses position the child and/or their family as the ‘problem’ (Grandison, 2011). However, multiple factors, including the school/education system, may contribute to school non-attendance (Cunningham et al. 2022). Some children report feeling let down by an education system that is not designed to meet their needs (Souza, 2022), and there is evidence that the de-regulated and marketized nature of the mainstream school system encourages schools to exclude students who may have a negative impact on exam results (Parsons, 2018; Partridge, 2020). Mainstream schools, therefore, may not be able or willing to educate and retain children with diverse needs.
Against this backdrop, this paper focuses on research into alternative provisions (APs): state or independently-run education settings catering for children and young people (CYP) outside of mainstream school (IFF et al, 2018). The AP sector caters for CYP more likely than their mainstream school peers to have special educational needs, mental health difficulties, anxiety, experience of bullying, experience of the care system and free school meal eligibility (DfE, 2018b). The latest annual AP census shows that the sector caters for approximately 35,600 pupils (GOV.UK, 2022), but this data does not include the estimated thousands more CYP attending providers which are not registered with the national school’s inspectorate (Thomson, 2022).
AP is an umbrella term that captures a diversity of provision. The focus of this research are small civil society APs being run by community, voluntary or third sector organisations. As peripheral organisations in an already marginal education sector, they have remained mostly outside central government’s drive to quality assure AP (Pennacchia & Thomson, 2018). Their positioning has brought a degree of institutional freedom enabling them to respond flexibly to the needs of students outside of mainstream school and thereby develop their own understandings of their value and quality. However, this positioning has shifted in recent years, with the government raising concerns about the safeguarding risks and low quality of such provisions (House of Commons, 2018). Whilst not seeking to diminishing these important concerns, the present research takes a different, and neglected focus by analysing what such provisions offer that supports some of the most vulnerable CYP to reengage in education.
This study draws on the Wenger-Trayners’ (2020) theorisation of ‘learning to make a difference’. We conceptualise small civil society APs as social learning spaces where staff members (i) try to ‘make the difference they care to make’; (ii) work in conditions of uncertainty; and (iii) pay close attention to how their work plays-out in practice. Through the social learning that occurs in APs, we argue that value is created which makes a difference to the learning and lives of vulnerable CYPs
The project asks the following research questions:
- How are staff in small civil society APs learning to make a difference to the learning and lives of vulnerable CYP outside of mainstream school?
- What value is being created in these APs?
- Does/can the social learning and value creation in these APs help to inform policy and practice to support vulnerable CYP, prevent persistent school absence, and inform the development of an appropriate quality framework for these organisations?
Methodology, Methods, Research Instruments or Sources UsedGiven the dearth of research into small civil society APs a case study approach was used to explore the phenomenon in depth (Day Ashley, 2021). To transcend the idiosyncrasy of an single case study and understand whether findings may be applied beyond a specific case (Miles et al., 2020), a multiple case study approach was adopted. Selection criteria included civil society APs that (i) were located in the Midlands; (ii) catered for less than 50 students, (iii) were less formalised provisions that do not resemble mainstream schools in England; and (iv) were not part of a wider network or organisation. Two APs were selected for the final study, one located in suburban Nottinghamshire and the other in rural Warwickshire. Once ethical clearance was given by the University of Birmingham Ethics Committee, data collection began.
To generate rich data, multiple methods and sources of data generation were used. First, documentary analysis was undertaken of AP websites, Ofsted reports and media reports relating to the provisions. This enabled the researchers to build up an initial picture of the AP and helped inform the formulation of questions for interviews, which constituted the main method of data collection. Sixty-minute interviews were conducted with seven AP owner/founders, leaders and practitioners (both teaching staff and pastoral staff) to understand how these participants articulate the difference they care to make, the uncertainties and challenges they encounter in their work, and how they articulate the value being created through their work in the AP. Guided by the research questions, semi-structured interview schedules for each type of participant were devised to allow for a consistent approach to questioning across a range of participants in both cases to enable cross-case comparison, whilst also allowing some space for questioning to be tailored to specific cases. Data collection was conducted mostly during the covid-19 pandemic and therefore the majority of interviews were conducted online. However, brief visits were made to the APs once post-pandemic rules allowed, enabling researchers to observe some of the main spaces, classrooms and outdoor facilities of the schools, which helped inform initial case study reports and build a visual picture of the APs.
Data analysis is being conducted through triangulation processes across data methods and sources, first within each case to generate in-depth understandings and then across the two cases to identify patterns and variation. This paper will report on the study’s findings following data analysis.
Conclusions, Expected Outcomes or FindingsInitial analysis has revealed that staff members founded and/or came together to work at APs both to respond to local need and for deeply personal reasons. Staff were often disillusioned with the ability of mainstream schools to effectively support vulnerable children. This disillusionment was reported as being shared by children, contributing to their initial resistance to learning when they first join APs. Staff describe paying close attention to children’s individual needs e.g. by allowing a slow integration, flexibility with start times and dress codes, and reducing learning pressures. They tailor curricular to each young person, offering a balance of academic and non-academic subjects. They are taught in small classrooms in very small groups (2-4) or even one-to-one and have daily individualised pastoral support. AP staff members work at the edge of their knowledge, often without specialist training. They are aware when they make a difference to CYPs’ learning and lives, but recognise a need to better articulate and communicate the impact of their work to the wider educational community.
The challenges of the landscape for civil society APs include funding insecurity, being poorly understood and supported by/through policy, and not being seen as a high-quality offer by the government and national schools’ inspectorate. We argue that Wenger-Trayner’s notion of ‘value creation’, is a useful tool for eliciting and enabling APs to articulate the difference they make in attempting to support some of the most vulnerable CYP to re-engage with learning, particularly in areas which are not typically valorised through mainstream school effectiveness and quality measures and debates. This is needed now, more than ever, as current government proposals to bring AP into a national special education needs system (DfE, 2022) may lead to the imposition of a quality framework (IntegratED, 2022) on small civil society APs without even consulting them.
Referencesde Souza, R. (2022) Foreword by Dame Rachel de Souza DBE. Voices of England’s Missing Children: The Findings of the Children’s Commissioner’s Attendance Audit. June 2022. London: Children’s Commissioner. Accessed online [26.01.2023]: https://www.childrenscommissioner.gov.uk/report/voices-of-englands-missing-children/
Cunningham, A., Harvey, K., Waite, P. (2022) ‘School staffs' experiences of supporting children with school attendance difficulties in primary school: a qualitative study’. Emotional and Behavioural difficulties. 27(1): 72-87. DOI: 10.1080/13632752.2022.2067704
Day Ashley (2021). ‘Case study research’. In M. Coe, Waring, L.V. Hedges, L. Day Ashley (Ed.s) Research Methods and Methodologies in Education. 3rd Ed. London: Sage.
DfE. (2018a). Mental health and behaviour in schools. Accessed online [21.01.23]: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1069687/Mental_health_and_behaviour_in_schools.pdf
DfE. (2018b). Creating opportunity for all: our vision for AP. Accessed online [26.01.2023]: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/713665/Creating_opportunity_for_all_-_AP_roadmap.pdf
DfE. (2022a). Opportunity for all: Strong schools with great teachers for your child. Department for Education White Paper. Accessed online [12.01.23]: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1063602/Opportunity_for_all_strong_schools_with_great_teachers_for_your_child__print_version_.pdf
GOV.UK.(2022), Schools, pupils and their characteristics, Accessed online [11.01.2023]: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics
Grandison, K. J. (2011) School refusal and reintegration. From short stay school to mainstream. Unpublished Thesis. University of Birmingham.
House of Commons. (2018). Forgotten children: alternative provision and the scandal of ever increasing exclusions. Fifth Report of Session 2017–19 by The House of Commons Education Committee. Access online [26.01.23]: Forgotten children: alternative provision and the scandal of ever increasing exclusions (parliament.uk)
IFF Research; Mills, M; Thomson, P. (2018). Investigative research into alternative provision. Department for Education. Accessed online [26.01.2023]: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/748910/Investigative_research_into_alternative_provision.pdf
IntegratED. (2022). Alternative Provision Quality Toolkit. Accessed online [26.01.2023]:: https://www.integrated.org.uk/wp-content/uploads/2022/03/AP-Quality-Toolkit-2022-compressed.pdf
Miles, M.B., Huberman, A.M. and Saldana, J. (2020) Qualitative Data Analysis; A Methods Sourcebook. 4th Ed. Thousand Oaks, CA: Sage.
Parsons, C (2018) ‘The continuing school exclusion scandal in England’. FORUM, 60(2), 245-54. https://doi.org/10.15730/forum.2018.60.2.245
Partridge, L; Strong, F; Lobley, E; and Mason, D. (2020). Pinball Kids: preventing school exclusions. London: Royal Society for the encouragement of Arts, Manufactures and Commerce. Accessed online [16.06.22]: https://www.thersa.org/globalassets/reports/2020/the-rsa-pinball-kids-preventing-school-exclusions.pdf
Pennacchia, J & Thomson, P. (2018). Alternative Provision Policy in England in Mills, M & McCluskey, G ed. International perspectives on alternative education: Policy and practice, London: Institute for Education press.
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