|Course code: 311301||Subject title: SOCIETY, FAMILY AND INCLUSIVE SCHOOLS|
|Credits: 6||Type of subject: Basic||Year: 2||Period: 1º S|
|Department: Sociología y Trabajo Social|
|ACHA UGARTE, BEATRIZ||PEREZ-AGOTE AGUIRRE, JOSE MARIA (Resp)|
|BRAVO IRISO, LAURA (Resp)|
Basic training / Socio-psycho-pedagogy
This course: Society, Family and Inclusive School, consists on six ECTS and belongs to the matter of Society, Family and School, which is located, within the Degree Studies Plan, in the second year (third semester). It brings together basic training competencies related to the ability to analyze and critically incorporate the most relevant issues that affect the relationship between society and school, paying special attention to the role of the family. The aim is that students be able to relate education to the social environment in which they live and develop their teaching activity combining the sociological and pedagogical approach.
KEY WORDS: sociology of education, inclusive education, socialization, family and education.
2.1 Basic Proficiencies
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.
2.2. General Proficiencies
GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.
GP4 - To encourage interaction in and outside the classroom and address the peaceful resolution of conflicts. To be able to observe learning contexts and situations of coexistence in a systematic manner, and reflect on them.
GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.
GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.
GP7 - To be familiar with the educational implications of Information and Communication Technology, particularly television, in early childhood.
GP10 - To provide parents with guidance regarding education in the family in the 0-6 period and to master the social skills involved in dealing with the families of each child and all the families as a group.
GP11 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.
GP12 - To understand the function, possibilities and limits of education in today's society, and the core competences which affect early childhood education centres and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.
TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe¿s Common European Framework of Reference for Languages.
SP3 - To design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.
SP4 - To reflect on learning contexts and contexts of coexistence in education centres. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.
SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.
SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.
SP7 - To be familiar with the educational implications of Information and Communication Technology.
SP8 - To be familiar with the fundamentals of early care, how basic psychological processes work and the keys to learning and personality development, and to apply the fundamentals of child dietetics and hygiene.
SP10 - To encourage cooperation, harmonious coexistence and the motivation and desire to learn, to participate actively in the centre¿s projects and to attend to relations with children¿s families.
SP11 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.
The learning outcomes are the concretion of the proficiencies that the student will acquire in the subject. Three levels are established:
- Optimum: acquisition of 100% of the proficiencies and mastery in at least 75% of them.
- Medium: acquisition of the majority of the proficiencies intended in the subject and mastery in those aspects that contribute to the specific competences of the degree.
- Deficient: insufficient acquisition of the aspects that contribute to the specific proficiencies of the degree.
A student gets an APT rating if the level of learning is optimal or medium.
Learning Outcomes in Sociology Part (LOS)
LOS 1. To know the relationship of the school with society through sociological concepts identifying:
a) The social functions of education, its variation over time and how the State ideologically regulates this relationship through reform;
b) The fundamental types of social inequality (social class, gender and ethnic culture) that the school fights and reproduces;
c) The transformations of current society that currently modify the relationship between the school and the main socialization agencies: family, media and peer group.
LOS2. Synthesize the information received in order to establish hierarchical orders through which
a) Distinguish concepts of fundamental importance from those of minor importance;
b) Select the essential information to understand and define the fundamental concepts discarding that whose secondary relevance.
LOS3. Understand how the relationship between school and society in each historical moment supposes:
a) A particular way of performing the social functions of the school that is ideologically constructed;
b) A different way of approaching the issue of social inequalities, both as a social reality and because of its impact on education.
c) A new way to build the joint action of the socialization agencies.
LOS4. Critically analyze the challenges, problems and situations of the current school that derive from their interaction with society.
LOS5. Apply the necessary concepts to know and understand the relationship between the school and the social environment:
a) In the resolution of the practical exercises proposed in the classroom.
b) In the resolution of problems raised in new contexts, to solve in non-contact work time.
LOS6. Critically evaluate and use concepts learned in the subject new educational proposals that arise in different areas of society and school to respond to the challenges and problems expressed by the different social agents.
Learning Outcomes in Pedagogy part (LOP)
LOP1. Identify (to Know) the concept of inclusive education and its relationship with the development of new center cultures and professionals in primary schools.
LOP2. Explain the complexity of human diversity and give examples of evidence in the school environment, based on the existing diversity of schools and families.
LOP3. Use the references established by the model of education and the inclusive school to determine the curricular and organizational measures appropriate to the educational response of students from the perspective of inclusion.
LOP4. Analyze the modalities of participation that can be articulated through inclusive schools: families, educational community and social institutions.
LOP5. Combine the concepts of family and school to be able to cooperate with families and the community in the development of a good education.
LO6. Assess the teaching role of the classroom tutor in the process of educational inclusion as a response to diversity.
5.1. Teaching methods
|TM1||Lecture with full attendance|
|TM2||Interaction in large group|
|TM3||Interaction in medium-sized group|
|TM4||Interaction in small group|
|TM4||Individualized interaction: tasks and guidelines for autonomous study|
5.2 Learning activities
|LA1||Theory classes (foundation, examples, proven applications and developments)||37,5||0|
|LA2||Practical classes or, in the event, practical experience (in the field)||22,5||80%|
|LA6||Oral or written exams||5||100|
|LA1||BP2 BP3 BP4||ALL||TP2||ALL|
|LA2||BP2 BP3 BP4||ALL||TP2||ALL|
|LA3||BP2 BP3 BP4||ALL||TP2||ALL|
|LA4||BP2 BP3 BP4||ALL||TP2||ALL|
|Learning outcomes||Description||%||% Recoverable|
|LO1, LO 2, LO 4, LO 5, LO 6||Individual work||30||0|
|LO1, LO 2, LO 4, LO 5||Practical work in groups||10||10|
|LO1, LO 2, LO3, LO 4, LO 5, LO 6||Partial or complete oral or written assessments||60||60|
Explanatory notes on the evaluation:
Individual works: Weight 25%. Character not recoverable. Development of practical activities carried out in groups, from which an individual evaluation will be carried out.
Group work: Weight 15%. Recoverable nature: Yes
Written exam: Weight 60% Recoverable nature: Yes, 100%. Students must pass a written test in which they show a good command of the subject. The test will be held on the day set by the Faculty for the development of the same in both ordinary and extraordinary. It is mandatory to pass the exam (take a 5 or more out of 10) to pass the course.
To pass the subject it is compulsory that students successfully complete) both the pedagogical and the sociological parts. This means In order to pass this subject, students will have to pass both the pedagogical and sociological parts (with at least ¿5¿ out of ¿10¿ points in each).
In addition, students will be required to demonstrate a level of linguistic proficiency appropriate to the university context.
Through the contents of this subject, students are expected to acquire critical knowledge about education and its relationship with the social environment. The aim is to analyze and critically incorporate the most relevant issues of current society that affect the education system in general and the Early Childhood and Primary School in particular.
From a sociological perspective, the relationship between School and Society is presented, analyzing the functions it performs, its variation over time and how the State regulates this relationship through educational reform. Next, we analyze the way in which the fundamental types of social inequality -class, gender and ethnic-cultural-are simultaneously combated and reproduced by the school. Finally, it is dealt with how the transformations in contemporary societies are transforming the relationship between the school and the main socialization agencies: the family, the media and the peer groups.
From a pedagogical perspective, the concept of inclusive education is introduced. A school model inspired by this principle demands organizational and methodological changes, which will be analyzed. Preferential attention is given to the channels of family participation in the creation of the inclusive school, addressing the set of conditions necessary for it to be effective.
PART 1: SOCIOLOGY
BLOCK I. School and society
The social functions of the school
1.1. The school as part of society: static vision (structure)
1.2. Cultural function of the school
1.3. Political function of the school
1.4. Economic function of the school
1.5. Reproduction function of the social structure
1.6. Guard and custody function
Social change and education in modernity.
2.1. The school as part of a society: dynamic vision (change)
2.2. School and social change: economic and social political changes
2.3.Education and postmodernity: pluralism, NTICS and consumer culture
2.5. Origin and evolution of the Spanish educational system in modernity
Ideology and educational reform
3.1. Concept of education and educational system
3.2. Ideology and reform.
3.3. The hidden curriculum
3.4. The school culture.
3.5. Quality and excellence as ideology
BLOCK II. School and inequality
Education and social inequality
4.1. Stratification and inequality
4.2. Social class and education
4.3. From the segmented school the comprehensive school: human capital, equality of opportunities and meritocracy.
4.4. The limits of comprehensiveness: the theory of cultural capital
4.5. School failure and drop-out
4.6. Ownership: public and private centers
4.7. The ESCS (Index of economic, social and cultural status) and the PISA report
Education and gender inequality
5.1. The social construction of gender
5.2. Differential socialization of gender
5.3. Segregation, mixed education and co-education
5.4. Teachers and gender
Education and ethnic-cultural inequality
6.1. Immigration and education system
BLOCK III. School and socialization agencies
Changes in the socializing role of the family in modernity
7.1. Diversification of family models
7.2. Immigration and family diversity
7.3. Models of character socialization in modernity
7.4. Changes in the socializing role of parents and teachers
7.5. The controversial Education for citizenship
The socializing role of the mass media
8.1. NTCS and social relations
8.2. The media and the family
8.3. The media and the peer group
8.4. The formation of critical viewers.
8.5. Advertising, fashion, brands and children's consumption
Social research and sociology of education (transversal theme)
9.1. The sociology of education
9.2. Quantitative social research techniques
9.3. Qualitative social research techniques
PART 2: PEDAGOGY
BLOCK IV. Inclusive Education
10.The school and its relationship with the environment. Inclusive School
10.1.Diversity concept evolution: from exclusion to inclusion.
10.2.Educational Inclusion: a new center culture, a new professional culture.
10.3.Necessary changes for inclusion: conceptual, curricular, organizational, methodological and formative levels.
11.Family and school as educational contexts: participation sense.
11.1.The concept of participation.
11.2. Family-school, school-family relationships.
11.3.Social relationships at the school from the inclusion perspective.
11.3.1. Interpersonal relationships among between peers.
11.3.2. Peaceful coexistence, mediation and conflict resolution
11.1. Basic bibliography
AINSCOW, Mel et al. (2000:) Guía para la evaluación y mejora de la educación inclusiva (Index for inclusion para PRIMARIA). Desarrollando el aprendizaje y la participación en los centros educativos. Descargable en: http://www.eenet.org.uk/resources/docs/Index%20Castilian.pdf
Carbonell, J. (1996): La escuela entre la utopía y la realidad., Diez temas de sociología de la educación, Eumo, Barcelona.
Fernández Palomares, F. (coord.) (2003): Sociología de la Educación, Pearson, Madrid.
Taberner Guasp. J. (2008): Sociología y educación. Funciones del sistema educativo en las sociedades modernas, Tecnos, Madrid.
MINISTERIO DE EDUCACIÓN (2009: Educación inclusiva, iguales en la diversidad. Descargable en: http://www.ite.educacion.es/formacion/materiales/126/cd/indice.htm
Trinidad Requena, A., Gómez González, J. (2012), Sociedad, familia, educación, Tecnos, Madrid.
11.2. Detailing bibliography
AA.VV. (2008). Ideas para andar a la par. Dossier de Cuadernos de Pedagogía, 378, 61-69.
Ainscow. M. (2001). Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para la mejorar las instituciones escolares Madrid: Narcea.
Alonso-Tapia, J (2005) Motivar en la escuela. Motivar en la familia. Madrid: Morata
Arnaiz, P. (2003). Educación inclusiva: una escuela para todos. Málaga: Aljibe.
Bauman, Z., (2013), Sobre la educación en un mundo líquido, Paidos, Barcelona.
Bazarra, L., Casanoca, O. & García Ugarte, J. (2007). Profesores, alumnos, familias.
Siete pasos para un nuevo modelo de escuela. Madrid: Narcea.
Besalú, X. (2002): Diversidad cultural y educación, Madrid, Síntesis.
Bolívar, A. (2006). Familia y escuela: dos mundos llamados a trabajar en común. Revista de Educación, 339, 119-146.
Carabaña, J. (2008): ¿El impacto de la emigración en el sistema educativo español¿, ARI, 63.
Carabaña, J. PISA 2006: sin novedad. Claves de Razón Práctica
Comellas, M.J. (2009). Familia y escuela: compartir la educación. Barcelona: Graó.
Dahlberg, G., Moss, P., Pence, A. (2005): Más allá de la educación en educación infantil, Graó. Barcelona.
Duran, D. y Miquel, E (2004) Cooperar para enseñar y aprender Cuadernos de Pedagogía, 331,73-76.
Durkheim, E., (2009) Educación y sociología, Poular, Madrid.
Echeita, G. (2006). Educación para la inclusión o educación sin exclusiones. Madrid: Narcea.
Echeita, G. (2006). Educación para la inclusión o educación sin exclusiones. Madrid: Narcea.
Fernández, J.M.; Velasco, N. (2003). Educación inclusiva y nuevas tecnologías: una convivencia futura y un diálogo permanente. Pixel Bit: Revista de medios y educación, nº21, 55-63.
Ferrés i Prats, J. (2008): La educación como industria del deseo, Gedisa, Barcelona.
García-Bacete, F.J. (2003). Las relaciones escuela-familia: un reto educativo. Infancia y Aprendizaje, 26(4), 425-437.
García-Bacete, F.J. (2006). Guía de recursos para promover las relaciones entre escuelas y familias. Cultura y Educación, 18(3-4), 311-328.
Hargreaves, A. (2003): Enseñar en la sociedad del conocimiento, Octaedro, Barcelona.
Macionis, J. y Plummer, K. (2007): Sociología, Pearson.
Martínez García, JS (2005) ¿Dos reflexiones sobre el sistema educativo español: El nivel educativo no cae, y las clases sociales sí existen¿, El viejo topo.
Moriña, A. y Parrilla, A. (2005). Criterios para la formación permanente del profesorado en el marco de la educación inclusiva. Revista de Educación, 339, 517-539.
Paniagua, G. & Palacios, J. (2005). Relaciones con las familias. En G. Paniagua & J. Palacios (Eds.). Educación infantil. Respuesta educativa ante la diversidad (pp. 265-294).Madrid: Alianza Editorial.
Parrellada, C. (2008). ¿Se invaden, se necesitan¿? Cuadernos de Pedagogía, 378, 47-51.
Parrilla, M.A. (2002). Acerca del origen y sentido de la educación inclusiva. Revista de Educación, 327, 11-30.
Rosario, P.; Mourao, R.; Núñez, J.C.; González-Pineda, J.A.; Solano, P. (2006). Escuela-familia: ¿es posible una relación recíproca y positiva? Papeles del Psicólogo, 27(3), 171-179.
Sandoval, M. (2008). La colaboración y la formación del profesorado como factores fundamentales para promover una educación sin exclusiones. Contextos educativos, 11, 149-159.
Sandoval, M., López, Mª.L., Miquel E., Duran, D., Giné, C. y Echeita, G. (2003). Index for Inclusion. Una guía para la evaluación y mejora de laeducación inclusiva. Contextos Educativos, 5, 227-238.
Santos Guerra, M.A. (2006). El pato en la escuela o el valor de la diversidad. Madrid: CAM- Encuentro.
Campus Arrosadía de la Universidad Pública de Navarra. Para conocer el aula o aulas concretas, consulte en la página Web de la Facultad de Ciencias Humanas y Sociales.