Pedagogical leadership exercised by the principals of disadvantaged schools in Spain

2021 ◽  
pp. 1-21
Author(s):  
Vicente Llorent-Bedmar ◽  
María Navarro-Granados ◽  
Verónica C. Cobano-Delgado Palma
Keyword(s):  
Disadvantaged Schools

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

2020 ◽  
pp. 204275302098216
Author(s):  
Patricia Thibaut ◽  
Lucila Carvalho
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
New Literacies ◽  
Meaning Making ◽  
Phase 1 ◽  
School Students ◽  
Disadvantaged Schools ◽  
Analysis And Design ◽  
Digital World ◽  
Everyday Classroom

Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.

scholarly journals Promoting quality and equity in socially disadvantaged schools: A group- randomisation study

2018 ◽  
Vol 57 ◽  
pp. 42-52 ◽  
Author(s):  
Evi Charalambous ◽  
Leonidas Kyriakides ◽  
Bert P.M. Creemers
Keyword(s):  
Disadvantaged Schools ◽  
Socially Disadvantaged

Support for the Underprivileged in the South

2021 ◽  
pp. 251-262
Author(s):  
Collin Nyabadza ◽  
Sibonokuhle Ndlovu
Keyword(s):  
Social Model ◽  
Journal Articles ◽  
The South ◽  
The West ◽  
Theoretical Concepts ◽  
Non Profit ◽  
Social Model Of Disability ◽  
Disadvantaged Schools ◽  
Decolonial Theory

This chapter presents the support provided by the countries in the West to the underprivileged schools in Zimbabwe, through a non-profit organisation. Theoretical concepts drawn from decolonial theory, Ubuntu philosophy, and social model of disability were used to analyse the kind of support provided by the West to the South, and the activities of the organisation in disadvantaged schools and communities in rural Zimbabwe. Data were collected by scanning the organisation's website, newsletters, published material, and resources on the organisation, including journal articles and books on literature on the specific theoretical concepts. The argument for this chapter is that though it has been conceived that the West through coloniality oppresses the South, there are humanitarian lessons, both the South and West can learn from each other, which can improve both worlds educationally, socially, and culturally.

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