Linking Curriculum Content to Students' Cultural Heritage in Order to Promote Inclusion: An Analysis of a Learning-through-the-Arts Project

Autor/inn/en	Alvarez, Ibis M.; Velasco, Mar Morón; Humanes, Patricia Román
Titel	Linking Curriculum Content to Students' Cultural Heritage in Order to Promote Inclusion: An Analysis of a Learning-through-the-Arts Project
Quelle	In: International Journal of Inclusive Education, 27 (2023) 13, S.1487-1502 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alvarez, Ibis M.) ORCID (Velasco, Mar Morón) ORCID (Humanes, Patricia Román)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1900425
Schlagwörter	Cultural Influences; Student Diversity; Culturally Relevant Education; Preservice Teacher Education; Cognitive Development; Social Development; Art Activities; Elementary Schools; Disadvantaged Youth; Inclusion; Program Effectiveness; Elementary School Students; Foreign Countries; Grade 4; Immigrants; Exhibits; Consciousness Raising; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Lehramtsstudiengang; Lehrerausbildung; Kognitive Entwicklung; Soziale Entwicklung; Künstlerische Tätigkeit; Elementary school; Grundschule; Volksschule; Benachteiligter Jugendlicher; Inklusion; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Immigrant; Immigrantin; Immigranten; Bewusstseinsbildung
Abstract	The aim of this paper is to highlight the benefits brought about by a learning-through-the-arts project aimed at creating links between the cultural heritage of students from diverse backgrounds and the fundamental aims of school instruction. Guided by a naturalistic research strategy and the principles of teacher action research, the data was collected during the implementation of a training project for preservice teachers at a highly complex school setting. The results provide an interdisciplinary and inclusive methodology for learning through the arts that promotes the development of cognitive and socio-affective competences, which are essential for lifelong learning. The project was carried out in a multicultural primary school, where a disadvantaged social composition prevails as a result of school segregation. Evidence of learning and the schoolchildren's artistic creations provide examples of good inclusive practices that foster collaborative interactions, widen participation, and improve academic achievement in various school subjects. Ideas for future research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01