Cultural Empowerment and Language: Teaching Spanish to the Socially Disadvantaged Amazigh Population through the Alehop Programme
| Autor: | Elvira Molina-Fernández, Francisco Oda-Ángel, David Pérez-Jorge, Fernando Barragán Medero |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
education.field_of_study
010308 nuclear & particles physics General Arts and Humanities media_common.quotation_subject 05 social sciences Population Primary education General Social Sciences 050109 social psychology 01 natural sciences Disadvantaged 0103 physical sciences Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Language education 0501 psychology and cognitive sciences Action research Everyday life Psychology Empowerment education General Economics Econometrics and Finance Autonomy media_common |
| Zdroj: | Asian Social Science. 13:43 |
| ISSN: | 1911-2025 1911-2017 |
| DOI: | 10.5539/ass.v13n10p43 |
| Popis: | This article describes an action research programme designed to resolve classroom problems, in preschool and primary education, related to the use of Spanish as a hegemonic language in a bilingual context in which students are from the Amazigh culture. The Alehop programme aims to motivate students to learn and the results demonstrate that this classroom innovation is possible. Moreover, the use of everyday life situations and typical problems helps and favours enquiry-based learning. Intercultural school life without violence is shown to be possible. Strategies include giving voice to the students, addressing relevant social issues, and creating an environment of trust and collaboration. An evaluation of the results validates a methodology that encourages cultural and linguistic diversity, and points to a need to respect the autonomy, freedom and human rights of students in politically and economically disadvantaged conditions. Empowerment is linked to the autonomy of students and teachers. |
| Databáze: | OpenAIRE |
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