Dar voz al alumnado en la construcción de escuelas inclusivas: dos estudios de caso sobre proyectos locales de mejora

Abstract

This thesis presents two case studies in two public primary schools in Cantabria (Spain). It deals with the development of improvement projects that incorporate student voice. The study draws on different theoretical approaches, we highlight: the commitment to recognize school improvement as local change actions and the need to recognize student voice, particularly of those students who have traditionally occupied a place in the margins of the school system. The project, from the methodological point of view, is part of qualitative and collaborative research models, dominated by ethnographic methods. The research design, flexible and emergent, is structured in five phases: 1) access to the center, 2) detection of the their needs, 3) students´ consultation 4) design and development of an improvement project, and 5) Evaluating the work done in each of the two centers.