01-09-2022
31-08-2026
EscuelaQResiste – Transformative resistance in schools: Counter-narratives in education for Social Justice After 12 years developing research from Critical Theory, under the framework of Fraser's Social Justice Theory and Critical Pedagogy for Social Justice, the UNESCO Chair in Education for Social Justice at the Autonomous University of Madrid (UAM) focuses in this project on Critical Race Theory, Latin American Critical Pedagogies and the Theory of Resistance to provide information that contributes to the configuration of fairer and more inclusive education systems. The proposal is presented between the UNESCO Chair and the University Institute of Human Rights, Democracy and Culture of Peace and Nonviolence (DEMOSPAZ) of the UAM and six research teams from five countries in Europe and Latin America are also participating. The general objectives of the project are twofold: To understand the perceptions and experiences of the oppressions of the education system of young people on the margins of the education system, families and communities. To identify forms of resistance in education by young people at the margins of the education system, families and communities and resilient schools. To achieve these objectives, three complementary studies are proposed, each with an innovative methodology that is consistent with the objectives: Study 1. Young people on the margins of the education system. In order to understand the perception of oppression of these young people and to identify their forms of resistance, the methodology of critical testimony will be used. 72 young people from 6 countries who are on the margins of the education system will participate: 16-18 year olds who are disruptive, marginalised, excluded or even expelled from the education system, in a situation of poverty and vulnerability, of immigrant origin, belonging to indigenous or gypsy groups. In order to reconstruct the critical testimonies, 6 in-depth interviews will be carried out with each of the participants, as well as several discussion groups. Study 2. Other narratives of education, families and communities. In order to identify and understand non-hegemonic narratives of families and communities about education and their forms of resistance to the school tradition, a study will be carried out using the Counter-narrative methodology. It is proposed that 72 families with adolescent children living in socio-economically challenging contexts and activists from at least 17 civil society collectives that collaborate in educational initiatives in these contexts will participate. Study 3. Transformative resilience in resilient schools. In order to know and understand the forms of transformative resistance in resilient schools, a study will be carried out using the approach of Critical Transformative Ethnography. It is proposed to develop 16 critical transformative ethnographies in as many schools in six countries located in socioeconomically challenging contexts, with a high percentage of students from minority groups and which have shown signs of resilience. The data collection techniques will be participant observation, in-depth interviews, documentary analysis and focus groups. For the development of the project, a complete planning of activities has been carried out, with details of responsibilities, times and products. A plan has also been designed to optimise the scientific-technical and social impact of the project. Coordination Javier Murillo, Universidade Autónoma de Madrid, Espanha
CAFTe – Curriculum, Assessment, Training and Technologies in Education
https://www.catedraeducacionjusticiasocial.org/escuelaqresiste/
Proyectos I+D+i. Ministerio de Economía, Industria y Competitividad de España (Convocatoria 2021 - Proyectos de Generación de Conocimiento)
PID2021-122310NB-I00
Universidade Autónoma de Madrid, Spain (Coord.)
CIIE/FPCEUP, Portugal
Universidad Torcuato di Tella, Argentina
CIEJUS, Secretaria de Educación de Jalisco (SEJ)
Universidad Autónoma de Chiapas (UAC), Mexico
Universidad Pedagógica Nacional (UPN)