dialogic engagement between universities and communities (efficiency and equity)
TRANSCRIPT
1) What we (Universities) need to
learn with communities
2) What communities need to
learn with us
Retos actuales de la EA en Europa
Compromiso con la comunidadDialogic engagement between Universities and
Communities(Efficiency and Equity)
1) What we (Universities) need to
learn with communities
2) What communities need to
learn with us
Retos actuales de la EA en Europa
Compromiso con la comunidadDialogic engagement between Universities and
Communities(Efficiency and Equity)
28 April 2005- Resolution of the situation of the Romani People in the European Union:
The Council, the Commission, the member states and the candidate countries are asked to:
Consider the recognition of the Romani People as a European minority
(European Parliament, P6_TA-PROV(2005)0151)
85%
Doctors by Harvard
85%
Alterio Spinelli Building, in the European Parliament
18th of November 2009 - Members of the Parliament- European Commission Representatives- Researchers- Members of social organisations
Community member
EU Directorate for Research
As a summary, research in education and training needs to contribute to policy making. Critical
communicative research perspective has shown to have a significant social and political impact on the European educational and social systems.
Communicative research (Good practice)
As a result of the Arab migration in France, there emerge mixed
identities, persons that are 50% French and 50% Algerian
I am not 50% French and 50% Roma, I am 100% French, I have the same
rights and duties as any other French person, and I am also 100% Roma
Nobel PriceAmartya Sen
This is an elegant and clarifying debate about
the problems arising when the distributive is understood in terms of
opportunities and availability of resources,
without taking into account the inequalities that arise from cultural conventions and social
barriers.
COMMUNICATIVE RESEARCH METHODOLOGYCommunicative research (Good practice)
The European Council in Barcelona recognised this need for excellence, in its call for European systems of education to
become a “worldreference” by 2010
1st WORLD KNOWLEDGE-BASED POWER BY 2010COMMUNICATION FROM THE COMMISSION
5.2.2003European universities are attracting fewer students and in particular fewer researchers from other countries than their American counterparts.
COMMUNICATION FROM THE COMMISSION (2003). The role of the universities in the Europe of knowledge. Brussels: Commission of the European Communities, p. 6
What we (universities) need to learn with communities?
We need communities in order to develop with them
a better scientific knowledge
Communicative research (Good practice)
Judith Butler
It was a beautiful and a moving experience that will change me and my
work... You have returned me to my most
basic sense of why is feminism urgent, moving
and creative.
Lidia Puigvert
Migrants, housewives and house keepers ask for voice within the movement
Communicative research (Good practice)
What we (universities) need to learn with communities?
Jointly with the Platform Against Gender Violence, the Roma Associations of
Women took a leading position against gender violence in their communities
and encouraged us to do the same in our universities overcoming the persecution against those professors that broke the
silence
We need communities in order to develop Ethics with
them
CREA’s efforts to lay this foundation by breaking the silence surrounding gender violence is inspiring. Future generations of students and faculty will undoubtedly have a very different classroom experience because of their work.
Communicative research (Good practice)
Sarah Rankin, Director Office of Sexual Assault Prevention and Response Harvard University:
1) What we (Universities) need to
learn with communities
2) What communities need to
learn with us
Retos actuales de la EA en Europa
Compromiso con la comunidadCommunity engagement
Dialogic engagement between Universities and
Communities(Efficiency and Equity)
IF WE LEARN WITH THEM, we produce scientific knowledge through the dialogue with communities,
THEY WILL LEARN WITH US the scientific knowledge that can make a difference in the lives of those communities.
Rima RuddHarvard School of Public Health
In the US, the majority of doctors talk with more
technical terms to people with lower academic
background and with a more common language to
people with University degrees
In the US, the majority of doctors talk with more
technical terms to people with lower academic
background and with a more common language to
people with University degrees
Dialogic gatherings (Good practice)
Lecture in the University of Barcelona:
The intercultural discourse of the Human Rights
This is a critical and a brilliant
question
Bourdieu: When people without University degrees look at the
Goya’s painting “La maja desnuda”, they can not see art,
they just see pornography
Erik Olin Wright:Dialogic gatherings are the proof that Bourdieu was wrong in his
concept of distinction
Dialogic gatherings (Good practice)
Dialogic Literary GatheringDr.
SiguanLa Vanguardia:
What is surprising is that these people enjoy the books that we -
traditional students and professors in university- are supposed to read
and enjoy, but we don’t
Laura is a girl who turned 8 without being able to read and write. Usually, other girls and boys are calling her “daughter of a bitch”, they tell her that she does not have a dad and she is the daughter of a prostitute. Her school is transformed, interactive groups are launched as well as the dialogic literary circles and the tutored library in the evenings. Laura found in the library an environment that is stimulating her to learn and she feels like home. She likes it and she learnt to read and write in six months. Her cognitive and emotional progress makes her to be valued by her peers and in relation to others. Laura has not adapted herself to the context, on the contrary, the transformation of her socio-cultural environment, as the real Vygotsky argued, has allowed her to make such an amazing progress in her own development, to have access to her rights as a girl and to happiness.
Laura is a girl who turned 8 without being able to read and write. Usually, other girls and boys are calling her “daughter of a bitch”, they tell her that she does not have a dad and she is the daughter of a prostitute. Her school is transformed, interactive groups are launched as well as the dialogic literary circles and the tutored library in the evenings. Laura found in the library an environment that is stimulating her to learn and she feels like home. She likes it and she learnt to read and write in six months. Her cognitive and emotional progress makes her to be valued by her peers and in relation to others. Laura has not adapted herself to the context, on the contrary, the transformation of her socio-cultural environment, as the real Vygotsky argued, has allowed her to make such an amazing progress in her own development, to have access to her rights as a girl and to happiness.
Laura is a girl who turned 8 without being able to read and write. Usually, other girls and boys are calling her “daughter of a bitch”, they tell her that she does not have a dad and she is the daughter of a prostitute. Her school is transformed, interactive groups are launched as well as the dialogic literary circles and the tutored library in the evenings. Laura found in the library an environment that is stimulating her to learn and she feels like home. She likes it and she learnt to read and write in six months. Her cognitive and emotional progress makes her to be valued by her peers and in relation to others. Laura has not adapted herself to the context, on the contrary, the transformation of her socio-cultural environment, as the real Vygotsky argued, has allowed her to make such an amazing progress in her own development, to have access to her rights as a girl and to happiness.
Laura is a girl who turned 8 without being able to read and write. Usually, other girls and boys are calling her “daughter of a bitch”, they tell her that she does not have a dad and she is the daughter of a prostitute. Her school is transformed, interactive groups are launched as well as the dialogic literary circles and the tutored library in the evenings. Laura found in the library an environment that is stimulating her to learn and she feels like home. She likes it and she learnt to read and write in six months. Her cognitive and emotional progress makes her to be valued by her peers and in relation to others. Laura has not adapted herself to the context, on the contrary, the transformation of her socio-cultural environment, as the real Vygotsky argued, has allowed her to make such an amazing progress in her own development, to have access to her rights as a girl and to happiness.
One Thousand and One Nights
Dialogic engagement between Universities and
Communities
We, universities, need engagement with communities as much as
communities need us. Working together, we develop new knowledge,
we become better and we use our resources properly in order to create
a better world for all
Dialogic engagement between Universities and
Communities(Efficiency and Equity)