Our research group name is the is an acronym resulting from the terms Educational and Social Inclusion and Participation. The group aim is to promote a space for research, debate and social transformation consistent with the principles of social and ecological justice.
Our group belongs to the University department of Education and has a long history (since 2001) in research education on inclusion and social justice. Through numerous projects and related publications, the group has investigated the multiple facets of inclusion/exclusion as a phenomenon socially constructed. Our works frequently adopt ethnographic, narrative and participatory methodologies. We have been investigating together with various groups and institutions (youth, women, prison, schools, people with disability, social associations and collectives, etc.). Usually, these social agents have participated in our projects as co-investigators.
Eco-inclusive education
We aim to conduct a research committed to social justice that we understand inherent from ecological justice. Therefore, we are interested in promoting research aligned with the ecosystem transition that our world needs. This urges us to investigate the ecosocial dilemmas in education. As well as the teaching of democracy and participation or how to make visible, denounce and contain the increasly inequality. This epistemological position is what we have called Ecoinclusive Research.
This project is entitled Ecosocial transformation in educational centers and communities. Social innovation in educational ecosystem transitions within the framework of the 2030 Agenda and Several. And several actions are planned throughout the project: The elaboration of a self-diagnostic tool on their performance in ecosocial education for schools and classrooms, training and advice to educational centers on their ecosocial project, the promotion of a network of exchange between centers, the creation of learning situations with an ecosystem perspective and the creation of some audiovisual pieces useful for the practice of ecosocial education in the centers.
To follow the progress of the project you can consult this newsletter (Vínculo Ecosocial. Proyecto educativo. (fuhem.es) to be published periodically.In this first we present the first of audiovisual materials where, by the hand of Luis González Reyes, we summarize what means to educate following the ecosocial perspective and the profound change it entails in each of the curricular decisions. We encourage you to see it and spread it! We also let you know the first learning situations.
Title: Transnational analysis of educational spaces with an eco-inclusive approach: exchange of virtual
postcards between students of the Bachelor of Education of the University of Cantabria and the
University of Catania (EUNICE).
The objective of this innovation project was to critically analyze the school spaces and children’s spaces of the city from an eco-inclusive perspective with the students of Bachelor of Education of the University of Cantabria and the University of Catania (EUNICE). To do so, students from the University of Cantabria and the University of Catania shared visual information (photographs, videos, etc.) about their practice schools (playgrounds) and/or their city (squares and playgrounds), analyzed from an eco-inclusive perspective. This analysis took the form of a virtual postcard.
Results: This project seeks to promote a collaborative network between the University of Cantabria (Spain) and the University of Catania (Italy), both belonging to the European University for Customised Education Network (EUNICE). The postcards of both venues were hosted on the web, allowing the exchange between students of both centers.
Title: Transnational analysis of educational spaces with an eco-inclusive approach: exchange of virtual postcards between students of the Bachelor of Education of the University of Cantabria and the University of Catania (EUNICE). The objective of this innovation project was to critically analyze the school spaces and children’s spaces of the city from an eco-inclusive perspective with the students of Bachelor of Education of the University of Cantabria and the University of Catania (EUNICE). To do so, students from the University of Cantabria and the University of Catania shared visual information (photographs, videos, etc.) about their practice schools (playgrounds) and/or their city (squares and playgrounds), analyzed from an eco-inclusive perspective. This analysis took the form of a virtual postcard.
Description: This internationalization project proposes the joint elaboration by students of the Education degrees of the University of Cantabria and the Università degli studi di Padova, of an international dictionary on pedagogical concepts. This project represented an opportunity to promote the presence of students in the generation and management of pedagogical knowledge where they are configured as co-creators of curricular contents. Likewise, the virtuality of this dictionary has to do with its transnational and comparative character, as well as with the generation of materials shared between the involved headquarters, which enables the integration of content in our subjects that promote the international approach.
Results: This project seeks to promote a collaborative network between the University of Cantabria (Spain) and the University of Catania (Italy), both belonging to the European University for Customised Education Network (EUNICE). The postcards of both venues were hosted on the web, allowing the exchange between students of both centers.
The european Erasmus+ project “Fostering social inclusion for all through artistic education: developing support for students with disabilities – INARTdis” aims to bring art and culture closer to people with disabilities. As well as, promoting social inclusion by creating participative art spaces.
INARTdis is a project in which different social agents take part (university researchers, co-researchers, cultural managers, cultural mediators, professionals of educational centers and the associative field of disability) in order to design, develop and disseminate inclusive good practices for all.
The project is structured around four complementary work phases:
Stage 1.Identification of training needs on art and inclusion of professionals in the educational and cultural field.
Stage 2. Assessment of the inclusiveness of cultural centres in the region and the social participation of students with disabilities.
Stage 3. Development of training activities in arts education and social inclusion.
Stage 4. Collaborative design of inclusive artistic projects in the community. This last phase aims to share and disseminate the projects generated in different social contexts to promote the development of good community practices.
Pintures in dialog, inclusive education and the students as co-builders of the curriculum is a project of educational innovation in Higher Education (III Call for Projects of Teaching Innovation of the University of Cantabria. Course 2016/17) that is framed in the logic of experiences that intentionally seek and create opportunities for students -on this occasion of the last years- to become co-creators of the curriculum in higher education.
The project is built on the work that teachers and students carry out in the dialogic meeting spaces inside and outside the classroom, with different interlocutors (university and non-university teachers and students from different groups and educational levels).
Among other results, the collective work gave rise to a visual catalog where the images challenge questions to those who watch it on dilemma topics related to the construction of schools that walk towards inclusion. The images, in this sense, are put at the service of the dialogical discussion on issues of special relevance when we stop to problematize and rethink the school as an institution, as a scenario that can and must be transformed to ensure not only the presence but also the existence of all.
Inclusión y discapacidad: formación para el empleo
The training programme for the employment and inclusion of young people with intellectual disabilities at the University of Cantabria aims to expand the opportunities for training and, therefore, social and employment integration of this group. Specifically, the formative experience is aimed at promoting and developing general competences for participation in different social contexts, as well as the development of professional competences that facilitate access to ordinary working environments.
The Training Course for Entering the World of Work has been developed during four academic courses in the classrooms of the Faculty of Education. The training of young people has involved teachers from different faculties, the PAS, and the business fabric of Cantabria.
The annual programme is part of a call included in the 2014 Youth Employment Operational Programme2020 for the training of young people with intellectual disabilities and is financed by the European Social Fund and the ONCE Foundation within the UNIDIVERSIDAD project, in which various Spanish universities participate.
Montaje audiovisual con entrevistas que nos permiten explorar las diferentes miradas sobre la juventud que conviven en nuestra sociedad.
¿Qué quieren?
¿Qué dificultades tienen?
¿Qué aportan? … los/as jóvenes
Para el montaje de este espacio todos los jóvenes participantes realizaron entrevistas a personas diversas:
Entrevistas callejeras: realizadas a pie de calle a personas escogidas al azar por el equipo HazSonar.
Entrevistas a expertos: realizadas a diferentes profesionales del ámbito educativo o asociativo que trabajan con la juventud.
Entrevistas a un o una joven que hace algo especial: realizadas a diferentes jóvenes escogidos por los chicos y chicas de HazSonar, por tener algún talento o realizar alguna actividad que ellos consideran especial.
Entrevistas a los miembros del equipo de investigación HazSonar inclusionLab.
El objetivo es que los participantes que jueguen elaboren un relato utilizando 10 cartas que aparecerán al azar. Este relato siempre tendrá como protagonista a una persona joven, así como elementos referentes de la constelación juvenil.
Conjugar todos los condicionantes puede ser complejo, ¿te atreves a hacer sonar tu juventud?
Escribe o graba en una nota de audio tu relato instantáneo y compártelo en Instagram con el hashtag #HazSonarTuJuventud o envíalo a inclusionLab@unican.es para participar en nuestra campaña.
4
#4
Introducción al audiovisual
Audiovisual que presenta la campaña, elaborado con las voces de los participantes e imágenes de elaboración propia.
5
#5
Objetos, lugares, preocupaciones… que resuenan en nuestra experiencia
Compuesto por un panel cubierto por 30 láminas en las que se describen objetos, lugares, preocupaciones, situaciones… que resuenan en la experiencia de los jóvenes.
6
#6
Y tú, ¿qué opinas?
Se abre invitación a los asistentes a emitir su opinión ante la pregunta que cierra la campaña “y tú, ¿qué opinas?”.
This error message is only visible to WordPress admins
Error: No feed found.
Please go to the Instagram Feed settings page to create a feed.
# Haz sonar tu juventud
Este proyecto se desarrolló por el equipo de co-investigación conformado po un grupo de seis jóvenes que están en una medida judicial en medio abierto, tres investigadoras de la universidad de Cantabria y tres educadores sociales de la Fundación José Luis Díaz.
El objetivo de nuestra investigación fue dar visibilidad al mundo juvenil (sus preocupaciones, sus inquietudes, sus gustos, sus intereses), desde su propia experiencia y con sus propias voces, y lograr ser escuchados y reconocidos en el espacio público. Esta pretensión de proyección social, anudada con el interés de hacer un uso creativo de diferentes lenguajes conectados con este mundo juvenil, bosquejó la trama del proyecto: elaboramos colaborativamente una campaña de difusión social, #HazSonarTuJuventud, que ofrecía imaginarios alternativos sobre la juventud a los que normalmente gobiernan el mundo adulto.
Ruiz-López, J. (2020). Un proyecto de investigación participativa con colectivos sin voz social y la comunicación de la investigación en entornos virtuales. El caso de un Centro de Inserción Social. [Tesis doctoral, Universidad de Cantabria]. Dirigida por Teresa Susinos. http://hdl.handle.net/10902/20439
Haya Salmón, I. y Rojas Pernia, S. (2020). Building a research team and selecting a research topic within the process of an inclusive research project in Spain. Journal of Applied Research in Intellectual Disabilities. https://doi.org/10.1111/jar.12848
Rojas-Pernia S, Haya-Salmón I, Lastra-Cagigas S, Álvarez-Sáenz de Santa María L. The importance of social relationships and loneliness: An inclusive research project in Spain. Br J Learn Disabil. 2020;00:1–10. https://doi.org/10.1111/bld.12342
🌱Rojas-Pernia, S., Haya-Salmón, I., Lastra-Cagigas, S. y Álvarez-Sáenz de Santa María, L. (2020). The importance of social relationships and loneliness: An inclusive research project in Spain. British Journal of Learning Disabilities. https://t.co/gFTxYRT99l 🔓@BJLD_Wileypic.twitter.com/Q3OlmIIsDY
Ruiz-López, J., Saiz-Linares, Á., & Susinos-Rada, T. (2020). Let’s think about family visits in prison: a case of participatory research and committed art in Spain. Qualitative Research. https://doi.org/10.1177/1468794120937625
Susana Rojas Pernia & Ignacio Haya Salmón (2020) Inclusive research, learning disabilities, and inquiry and reflection as training tools: a study on experiences from Spain, Disability & Society, DOI: 10.1080/09687599.2020.1779038
Noelia Ceballos-López, Adelina Calvo-Salvador & Ignacio Haya-Salmón (2019) Student consultation strategies as a lever for school improvement. Results of a collaborative study / Estrategias de consulta al alumnado como palanca para la mejora escolar. Resultados de una investigación colaborativa, Culture and Education, 31:4, 780-813, DOI: 10.1080/11356405.2019.1656937
Calvo, A., y Fernández-Díaz, E. (2019). Recognising Women’s Knowledge to Mobilise Social Change. A Feminist and Participatory Research Project. En European Conference on Educational Research ECER. Hamburg (Germany). Recuperado a partir de https://eera-ecer.de/ecer-programmes/conference/24/contribution/46979/
Saiz-linares, A., Susinos Rada, T., y Ruiz-López, J. (2019). “We Want This To Reach Many People”: Knowledge Mobilisation In A Participatory Research Project With Prison Inmates. En European Conference on Educational Research ECER. Hamburg (Germany). Recuperado a partir de https://eera-ecer.de/ecer-programmes/conference/24/contribution/48380/
Ceballos López, N., & Susinos Rada, T. (2019). «Me gusta “la selva” porque es un sitio salvaje, donde me puedo esconder»: el uso de la fotografía participativa en las geografías de la infancia. Documents D’AnàLisi GeogràFica, 65(1), 43-67. https://doi.org/10.5565/rev/dag.506
Susinos-Rada, T., Calvo-Salvador, A., Rodríguez-Hoyos, C., & Saiz-Linares, Ángela. (2019). ICT for Inclusion. A Student Voice Research Project in Spain. Magis, Revista Internacional De Investigación En Educación, 11(23), 39-54. https://doi.org/10.11144/Javeriana.m11-23.iisv
Saiz-Linares, Ángela, Ceballos-López, N., & Susinos-Rada, T. (2019). Voz del alumnado y mejora docente. Una investigación en centros educativos en Cantabria. Revista Complutense De Educación, 30(3), 713-728. https://doi.org/10.5209/rced.58883
Saiz‐Linares, Á., Rodríguez‐Hoyos, C. and Susinos‐Rada, T. (2019), ‘I think we are still very directive’: Teachers’ discourses on democratic student participation. Br Educ Res J, 45: 83-98. https://doi.org/10.1002/berj.3488
Susinos Rada, T., Ceballos López, N., y Saiz Linares, Á. (Eds.). (2018). Cuando todos cuentan. Experiencias de participación de estudiantes en las escuelas. Editorial La Muralla.
“[…] el valor de la conversación para compartir significados, […] discutir sobre lo que ocurría en clase, cómo lo describíamos, cómo lo podíamos mejorar, cuál debería ser el papel de los estudiantes…” p.83 https://t.co/GRsoi9lHKF
Parrilla Latas, Á., Susinos Rada, T., Gallego-Vega, C., y Martínez, B. (2018). New Look At Inclusion Research Through A Collection Of Innovative Social And Educative Practices. En European Conference on Educational Research ECER. Bolzano (Italy). Recuperado a partir de https://eera-ecer.de/ecer-programmes/conference/23/contribution/45270/
New Look At Inclusion Research Through A Collection Of Innovative Social And Educative Practices. https://t.co/W0RqRDSZJI Today we present this paper in Bolzano (Italy) #ECER2018 Ángeles Parrilla, Teresa Susinos, Carmen Gallego-Vega y Begoña Martínez
Haya Salmón, I., Rojas Pernia, S., y Susinos Rada, T. (2018). Investigación inclusiva: Co-investigación con jóvenes con discapacidad intelectual en Cantabria. En Liderando investigación y prácticas inclusivas (pp. 1775-1783). Universidad de Granada.
2018 🌱Investigación inclusiva: Co-investigación con jóvenes con discapacidad intelectual en Cantabria. 👉La importancia de los “modos de relación”, los “procesos comunicativos” y las “metodologías sociales innovadoras” Ver página 1775🔓en https://t.co/NUA8JxKrwnpic.twitter.com/AEjgOKrfhH
Rojas Pernia, S., y Haya Salmón, I. (2018). Inquiry-reflection processes in inclusive research. Issues that emerge from the experience of a team of co-researchers with intellectual disability. En European Conference on Educational Research ECER. Bolzano (Italy). Recuperado a partir de https://eera-ecer.de/ecer-programmes/conference/23/contribution/44033/
Inquiry-reflection processes in inclusive research. Issues that emerge from the experience of a team of co-researchers with intellectual disabilityhttps://t.co/wkSc5GLYdj Today we present our work in Bolzano (Italy) #ECER2018 Susana Rojas, Ignacio Haya
Fernández-Díaz, E. y Calvo, A. (2018). Recognizing Voices That Transform Educational Practice: A Participatory Research Project To Promote Professional Development. European Conference on Educational Research ECER. https://eera-ecer.de/ecer-programmes/conference/23/contribution/43809/
Susinos Rada, T., Saiz-Linares, Á., y Ruiz-López, J. (2018). Researching through collaborative video with young prison inmates in Cantabria (Spain). New paths for inclusion and reeducation in prison. En European Conference on Educational Research ECER. Bolzano (Italy). Recuperado a partir de https://eera-ecer.de/ecer-programmes/conference/23/contribution/44102/
Researching through collaborative video with young prison inmates in Cantabria (Spain). New paths for inclusion and reeducation in prison. https://t.co/YStfBalEM4 We presented our work today in Bolzano (Italy) #ECER2018 Á. Saiz Linares, T. Susinos y J. Ruiz-López #espacioopaco
Ceballos-López, N., y Rodríguez-Hoyos, C. (2018). Children’s rights, participation and play. A research oriented to school improvement through Student Voice in Cantabria (Spain). En European Conference on Educational Research ECER. Bolzano (Italy). Recuperado a partir de https://eera-ecer.de/ecer-programmes/conference/23/contribution/43905/
Ceballos-López, Noelia, Susinos-Rada, Teresa, & García-Lastra, Marta. (2018). Space to play, space to learn. Spaces to interact with others. A student voice experience in infant school (0-3 years). Estudios pedagógicos (Valdivia), 44(3), 117-135. https://dx.doi.org/10.4067/S0718-07052018000300117
Parrilla Latas, Á., Susinos Rada, T., Gallego-Vega, C., y Martínez, B. (2017). Revisando críticamente cómo investigamos en educación inclusiva: cuatro proyectos con enfoque educativo y social. Revista Interuniversitaria de Formación del Profesorado, 89(31.2), 145-156. Recuperado a partir de https://dialnet.unirioja.es/servlet/articulo?codigo=6129226
5 propuestas conceptuales y epistemológicas para repensar cómo investigamos la #Inclusión#Educativa y #Social: 🌻1⃣ Agenda de investigación 🌻2⃣ Equipos de trabajo 🌻3⃣ Construcción del conocimiento. 🌻4⃣ Compromiso. 🌻5⃣ La investigación como proceso. https://t.co/YVFH5E3lSj
Susinos-Rada, T., Ceballos-López, N. y Saiz-Linares, Á. (2017). In the light of shared words: Collaborative writing in a research study on student voice in Spanish schools. The Qualitative Report, 22(12), 3172-3185. https://nsuworks.nova.edu/tqr/vol22/iss12/6
Rojas Pernia, S., & Haya Salmón, I. (2017). “Nos gustaría que nos acompañasen en nuestras decisiones”. Algunas cuestiones que preocupan a personas adultas con discapacidad intelectual. Siglo Cero, 48(3), 55-72. https://doi.org/10.14201/scero20174835572
“Nos gustaría que nos acompañasen en nuestras decisiones”. Algunas cuestiones que preocupan a personas adultas con #discapacidad#intelectual. Susana Rojas Pernia, Ignacio Haya Salmón https://t.co/wDLeDjnIaD
Ceballos López, N., Susinos Rada, T. and Saiz Linares, Á. (2016), How can we improve through Pupil Participation? An Infants School Experience. J Res Spec Educ Needs, 16: 583-586. https://doi.org/10.1111/1471-3802.12189
Rojas Pernia, S., Haya Salmón, I. and Susinos Rada, T. (2016), Growing Student Voice in Curriculum decisions at the University. J Res Spec Educ Needs, 16: 563-567. https://doi.org/10.1111/1471-3802.12186
Calvo Salvador, A., Haya Salmón, I. y Ceballos López, N. (2015). El teatro foro como estrategia pedagógica de la justicia social. Una experiencia de formación inicial del profesorado en la Universidad de Cantabria. Revista interuniversitaria de formación del profesorado, 82, 89-107. http://hdl.handle.net/10902/8984
Rojas Pernia, S., Susinos Rada, T. y Calvo Salvador, A. (2013). «Giving voice» in research processes: An inclusive methodology for researching into social exclusion in Spain. International Journal of Inclusive Education, 17(2), 156-173. https://doi.org/10.1080/13603116.2011.629687
