Meetings

Meetings

IN-PARES GROUP

BY

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.

Susana Rojas Pernia (IP)
susana.rojas@unican.es
Dialnet · Scopus · ORCID · Equipo inPar-Es

Teresa Susinos Rada
teresa.susinos@unican.es
Dialnet · Scopus · ORCID · Equipo inPar-Es

Marta García Lastra
marta.garcia@unican.es
Dialnet · ORCID · Equipo inPar-Es

Ignacio Haya Salmón
ignacio.haya@unican.es
Dialnet · Scopus · ORCID · Equipo inPar-Es

Noelia Ceballos López
noelia.ceballos@unican.es
Dialnet · Scopus · ORCID · Equipo inPar-Es
Angela

Ángela Sáiz Linares
angela.saizl@unican.es
Dialnet · Scopus · ORCID · Equipo inPar-Es

Julia Ruiz-López
julia.ruizlopez@unican.es
Google Scholar · Scopus · UCrea · Equipo inPar-Es

Luis Miguel Sepúlveda Vasquez
luismiguel.sepulveda@unican.es
Equipo inPar-Es

Alicia Vinatea Elorrieta
alicia.vinatea@unican.es
Equipo inPar-Es

Gisela Altamirano
gal692@alumnos.unican.es
Equipo inPar-Es
 
Meetings

Campaña #HazSonarTuJuventud

BY

#1

Audiovisual #HazSonarTuJuventud

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.

Acceso desde ordenador: https://inclusionlab.unican.es/hazsonar

Acceso desde móvil:

#2

PlayLists de canciones

Selección de canciones que nos representan: músicas, ritmos, artistas y letras que representan a los y las jóvenes participantes.

Youtube Playlist
#HazSonarTuJuventud

Youtube Playlist
#HazSonarTuJuventud
100 y pico temas

#3

Juega tus cartas

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?

Accede a http://inclusionlab.unican.es/cartas

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

Introducción al audiovisual

Audiovisual que presenta la campaña, elaborado con las voces de los participantes e imágenes de elaboración propia.

#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

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?”.

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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.

CEIP Menéndez Pelayo, Meetings

CEIP Menéndez Pelayo

BY
image/svg+xml Deliberación CO-LABORATORIO DE INCLUSIÓN Descripción Dialogando sobre participación, compartir aprender y caminar juntos. Sesión de documentación. Consulta difusión Evaluación, Educación Infantil Educación Primaria ¿Qué queremos investigar? ¿porqué? Conocíéndonos

This project, which is running along 4 scholar years, involves a great number of teachers and students from CEIP Menéndez Pelayo (Torrelavega). There were 9 tutors involved from nursery and primary education with her students. Together with them were two researchers from the University of Cantabria (In-Pares group) working.

EThis project emerged from the school interest of promoting educational improvements by listening to the students. In the first year the school wanted to change the schoolyard. They aimed to create a schoolyard which invites people to stay in contact with nature and many different activities and games. Instead of the concrete schoolyard that mainly holded space for football play that they have in that moment. In order to complete this objective teachers, students and families were working together. Here we show how two nursery and two primary education classrooms were listened to. They are trying to show the path taken and the lessons learned from query, deliberation and decision-making. It is also shown the proposals that emerged and were shared in the school’s larger project. After this first incursion, a group of teachers wanted to continue several more courses, transferring the listening and the improvements shared to the day of their classroom. At this time, a 2-year classroom and two classrooms of the third cycle of primary education are incorporated.

inclusionLab Meetings, Meetings

First meeting

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[aesop_chapter title=”First meeting” subtitle=”19 November 2016″ bgtype=”color” full=”on” bgcolor=”#80c860″ minheight=”30px” revealfx=”off”]

After our first meeting in the “inclusionLab”, we leave you some reflections, images and recordings of what happened. We want to share here what we have left of that morning of coffee, juice and croissant. Surely we forgot something important for some of the people who attended the meeting. For this reason, we encourage you to “leave your comments” (at the bottom of the page).

We left you five memorable scenes from that day:

[aesop_chapter title=”1. Sharing the experience” bgtype=”color” full=”on” bgcolor=”#80c860″ minheight=”30px” revealfx=”off”]

The initial moment dedicated to sharing the experience of previous projects. Lourdes, Conchi and Carmen told us about their experience.

[aesop_parallax height=”500px” img=”https://inclusionlab.unican.es/wp-content/uploads/2016/04/IMG_20161119_104935635.jpg” parallaxbg=”on” captionposition=”bottom-left” lightbox=”off” floater=”on” floaterposition=”left” floaterdirection=”none”]

[aesop_chapter title=”2. Introduction to the project” bgtype=”color” full=”on” bgcolor=”#80c860″ minheight=”30px” revealfx=”off”]

Then there was a moment of presentation of the project that we set in motion. We leave you some slides that summarize the most important information that Teresa transmitted to us. (there is also audio).

Download from this link the working material we used in the meeting.

[aesop_chapter title=”3. Innovative social methodologies” bgtype=”color” full=”on” bgcolor=”#80c860″ minheight=”30px” revealfx=”off”]

By the way! Listen to how we can carry out this experience. We want to bet on the use of innovative social methodologies in research processes, this audio can inspire us and summarizes what they consist of.

Descarga desde este enlace el material de trabajo que utilizamos en el encuentro.

[aesop_parallax img=”https://inclusionlab.unican.es/wp-content/uploads/2016/04/Primer-encuentro_-S-Rojas.jpg” parallaxbg=”on” captionposition=”bottom-left” lightbox=”off” floater=”on” floaterposition=”left” floaterdirection=”none”]

[aesop_chapter title=”4. Sharing concerns” bgtype=”color” full=”on” bgcolor=”#80c860″ minheight=”30px” revealfx=”off”]

Another moment in which we share the concerns that perhaps we can expand…

[aesop_image imgwidth=”100%” img=”https://inclusionlab.unican.es/wp-content/uploads/2016/04/panel-presentacion-fotos.jpg” alt=”Panel presentación fotos” align=”center” lightbox=”on” captionposition=”left” revealfx=”off”]

[aesop_chapter title=”5. Getting Organized” bgtype=”color” full=”on” bgcolor=”#80c860″ minheight=”30px” revealfx=”off”]

The time dedicated to start thinking about how we’re going to organize ourselves

[aesop_chapter title=”To know more…” bgtype=”color” full=”on” bgcolor=”#80c860″ minheight=”30px” revealfx=”off”]

And finally, we leave you the references of some texts that can serve to deepen in some of the things that we discussed in our FIRST MEETING:

inclusionLab Meetings, Meetings

Second meeting

BY

On January 27, 2017, some people representing each of the groups met: Conchi, Carolina, Elena and Lucía and the entire In-ParES team: Nacho, Teresa, Susana, Adelina, Carlos, Noelia, Ángela, Elia and Julia.

[aesop_parallax img=”https://inclusionlab.unican.es/wp-content/uploads/2018/01/Segundo-encuentro-inclusionLab1.png” parallaxbg=”off” captionposition=”bottom-left” lightbox=”off” floater=”on” floaterposition=”center” floaterdirection=”up” overlay_revealfx=”off”]

In that session Teresa explained the roadmap that would help us to think together with each Centre or Institution about the organisation of work, What do we want to do? How are we going to document it? the scheme is as follows…

You can download our roadmap here.

Another aspect that worried us was how to work with audiovisual media, so Julia invited us to use the media we have available: mobiles, spotlights, systems for recording audio and video. We got together in groups and got on with it. Our concern was: to be able to tell in other formats what we are doing.

In the following link you can consult the recipes that Julia shared with us and that tried to give us clues to explore other formats, the visual, the sound, the audiovisual and add content to our web…

Recipe #1. Audio Record an interview or activity.

Recipe #2. Visual Graphically depict an activity, a person, a group.

Recipe #3. AudioVisual. Record an activity, a person, a group.

Recipe #4. InclusionLab. Create an element of the web inclusionlab.unican.es. (Organize our content, see page 16 aquí)

In a very tight time, we were rehearsing how to face different situations that we expected to have to solve later, some tasks that were rehearsed are:ere rehearsed are:

Scenes explored:

  • Several people talking around a table.
  • A person interviewing a couple.
  • A person explaining a manual work process.
  • A person commenting on an image, in front of the image.

These scenes that were posed at the time by each group confronted us with questions such as the concern for the lighting of the scene, the need not to identify the interviewees, the recording of the audio separately, the framing, the environmental sound …

We also used Youtube’s online video editing tool, which was very simple for us and which we soon found to be too small… we wanted more possibilities, setting up a video with a separate recorded audio, adding music, adding text… this allowed us to become familiar with video editing, audio and video channels, trimming video clips, etc.

In addition we try to record filler shots, small fragments of video that we can use to move from one idea to another, to introduce curtains, conclude, accompany the narration…

The time to work together was very scarce, but it helped us to face the task in a safe space, accompanied, and to start thinking about what we need to get better results.

To share this space of initial experimentation provoked some situations or conversations that I want to gather here as an example to think about the sense of the workshop, from my experience:

The moment when we couldn’t get the video out of a mobile phone with agility, mental note, bring the charger with you, always!

The moment in which I was included as an extra in a group in which a simulated parents’ interview was staged, a theatre!, from the outside, I, who had not attended the design of the activity, lived it as something real… was he telling his experience or someone else’s? and it was all improvised, he showed me a lot of possibilities… Thank you!

The moment when someone in the research group asks another person in the group: and you, how did you learn this intuitively, and makes me think about the importance of sharing strategies.

Their laughter mixed with moments of frustration and their faces of disillusionment when I reply that we can no longer with what we have planned and the time we have… sometimes passes. For this occasion it’s enough that we imagine the possibilities of mounting it, even if you can’t see it mounted. Maybe in another occasion… that there will be, for sure. Next time I promise to warn you that the end of the session can come without having a closed product.

Here we leave you some photos of the session

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