Escuela intercultural inclusiva: estudio de caso sobre procesos de autoevaluación

Authors

M.ª Auxiliadora Sales CigesSalto de línea Reina Ferrández BerruecoSalto de línea Odet Moliner GarcíaSalto de línea Universitat Jaume I. Departamento de Educación. Castellón, España.

DOI

10.4438/1988-592X-RE-2012-358-187

Abstract

An Inclusive Intercultural School: Case Study of Self-evaluation Processes

The transformation of schools on the basis of inclusive intercultural models requires combining quality with equity through diversity. Multiculturalism and inclusion thus become quality factors, for effective schools for all. This paper considers how to facilitate these processes of change from the standpoint of the contributions of the School Improvement movement, using the Inclusive Intercultural School Construction Guide (CEIN Guide) as a tool for school self-evaluation. A case study of two primary schools in the Valencian region is presented, where an action-research process was conducted. Factors that facilitate the use of the CEIN Guide as a tool in the self-evaluation process and in decision making are identified through an analysis of the process that took place in the two schools during the first year. The school administration team is a key factor but cannot in itself guarantee success. There is a facilitator who contributes to success, but if the facilitator is not removed in time, the facilitator him- or herself may pose a threat to the process and endanger the project’s success. Discussion of the results suggests a need for an inclusive intercultural approach to school self-evaluation and the possible integration of the cein Guide into quality management models like the EFQM model.

Keywords

Inclusive education, intercultural education, school self-evaluation, educational improvement, action-research, case study.