Comprehensive education boundaries and remedies on the edges of the Spanish educational system. (July 2015)

• Record Type: Journal Article
• Authors: Martínez Morales, Ignacio; Bernad i Garcia, Joan Carles; Molpeceres Pastor, Mariángeles; López, Míriam Abiétar; Navas Saurin, Almudena; Marhuenda Fluixá, Fernando; Giménez Urraco, Elena
• Is Part Of: European educational research journal. Volume 14:Number 3/4(2015)
• Page Start: 293
• Page End: 311
• Publication Date: 2015-07
• Subjects: Comprehensive education -- Spanish educational system -- school dropout -- school failure -- vulnerable contexts; Education -- Research -- Europe -- Periodicals; 370.7209405
• DOI: 10.1177/1474904115590043
• Languages: English
• ISSNs: 1474-9041

Abstract

Throughout the history of education different conceptions have been developed about the role and the function that education has in society as a whole. Such conceptions have been constructed around different discourses that show underlying social conflicts. The different educational practices acquire their legitimacy through such discourses, which organize the action of the subjects participating in them. In the research works that have been developed from the University of Valencia over the period 1994 to 2014 1, discursive keys through which educators of comprehensive measures legitimate their action have been identified. In those analyses a notion of discourse as the structure of arguments and justifications articulated around a rationale that gives meaning and allows organization of reality in a given socio-historical context with participation of different subjects was assumed.