Los siete saberes necesarios para la educación del futuro

This investigation contributes to understanding how teachers reflect on the other with a disability and on their own practices. Literature suggests that inclusion takes place when barriers are removed, allowing participation. However, scholars agree that teachers still struggle with pedagogical practices in inclusive classrooms. Hansen (Hansen, J. H. 2012. “Limits to Inclusion.” International Journal of Inclusive Education 16 (1): 89–98) contends that teachers establish limits to inclusion in order to manage the level of diversity, arguing that the limits depend on the teacher’s understanding of disability. This article examines German secondary school teachers, who reflect on inclusive pedagogical practices and their relationship to learners with disabilities. The analysis shows that most teachers add levels of complexity when constructing the disability’s identity. Teachers struggled with the notion of limitation associated with disability and with the discovery of the other, with new learning s...

An analysis of alterity in teachers’ inclusive pedagogical practices

Within the context of domestic amenity/lifestyle migration, we are interested in understanding the way local rural residents and migrants: (1) view each other; and (2) how those views affect an integrated community development. Using alterity theory as a guiding framework, we engaged in a qualitative study to examine such views and their effects along the lines of three axes: an epistemological (what people know about the other), an axiological (how people value the other), and a praxeological (how people interact with the other) one in the Chilean community of Malalcahuello. Findings suggests that, overall, both types of residents know little of the other, have and constantly reproduce negative value judgments of the other, and relate only in mundane non-significant ways. We provide explanations of how these relate to the reported diminished community development efforts in town.

Amenity/Lifestyle Migration in the Chilean Andes: Understanding the Views of “The Other” and Its Effects on Integrated Community Development

NOTES CRITIQUES - Intégrer l'enfant handicapé à l'école

Morals in History

Alterity in inclusive and integrative learning programmes

A relevant area to improve the quality of undergraduate education are the STEM disciplines: science, technology, engineering, and mathematics. These disciplines have seen a drop in student interest and participation internationally. This study aimed to determine profiles of good teaching practices based on responses from a teaching evaluation survey and academic context variables of students in STEM disciplines using a mixed-methods design. The study was conducted at a state university in southern Chile, framed in the first cycle of STEM disciplines, the Faculty of Engineering and Sciences using data from 2016 to 2017. The quantitative results revealed four groups analyzed by cluster, together with the most frequent responses according to the highest and lowest scores. The qualitative results yielded five groups of codes of greatest frequency in the twelve analysis units, which were the students’ comments divided into mathematics, physical sciences, and chemistry courses. The findings suggest a need to continue developing pedagogical knowledge in STEM teachers and highlight student involvement. Actions for improvement could focus on orienting teaching skills: (a) with a special emphasis on pedagogical content knowledge to promote active learning; (b) in the knowledge of the classroom culture and its problems associated with poor outcomes, offering the students equal opportunities for academic performance in STEM; and (c) in the management of a learning environment suitable for all students, inclusive classrooms, alleviating the burden of academic success being only on students. Finally, the teaching evaluation instrument needs to be improved.

Profiles of Good Teaching Practices in STEM Disciplines: An Analysis of Mixed Methods of Academic and Assessment Variables of Teaching in the First Cycle of Civil Engineering

This article analyses the self‐reflective process and narratives of 12 lifestyle migrants who settled between 1990 and 2010 in a rural Andean community in southern Chile. The results show that the time of their arrival and the migrants' life stages were relevant in their reflective process regarding belongingness to the local community and other migrants, the search for an ontological sense and a critical perspective into how their migration affected rurality. The article discusses how rural fantasies and dissatisfaction with modern urban life are central elements in constructing a self and we‐image, as well as a compass that enables them to integrate into the rural community while becoming increasingly aware of how their presence inevitably changes rurality.

Narratives and Self‐Reflective Process of Lifestyle Migrants: The Quest for the “Good Life”*

The communication of a Down syndrome diagnosis to mothers is a pivotal moment that can impact their emotional well-being and the subsequent care for their child. This study aimed to explore maternal experiences with receiving a Down syndrome diagnosis. A total of 40 mothers participated, 42.5% received a prenatal diagnosis, 17.5% received the diagnosis during labor and delivery, and 40% received the information at the early postnatal period. Through reflexive thematic analysis, four key themes emerged: (1) About Who and How the News Was Delivered (2), About When the News Was Delivered (3), On Where the News Should Be Delivered (4), parents’ positive experiences emerging from this, predominantly, negative episode. Our findings emphasize the need for improved training for healthcare professionals in delivering sensitive diagnoses, with an emphasis on empathy, accurate information, and support resources for families.

Your baby has down syndrome: a reflexive thematic analysis of breaking the news to parents

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Alterity in inclusive and integrative learning programmes

Profiles of Good Teaching Practices in STEM Disciplines: An Analysis of Mixed Methods of Academic and Assessment Variables of Teaching in the First Cycle of Civil Engineering

Narratives and Self‐Reflective Process of Lifestyle Migrants: The Quest for the “Good Life”*

Your baby has down syndrome: a reflexive thematic analysis of breaking the news to parents