Otherness and educational relationships in vulnerable contexts
Abstract
This article has emerged from a training process carried out in two schools which receive students from a social context characterized by vulnerable family environments. The objectives of the study are diverse: to determine the approaches taken by teachers in these schools, the extent of their involvement and what helps them in confronting the challenges of their work. Data were collected from three sources: conversations with the schools’ management teams, training sessions with the teachers and the production of reflective texts. The study focuses on the results obtained after analyzing the reflective texts according to categories of discourse analysis. The results provide evidence regarding two issues. The first is that educational relationships are built from a starting point of grammatical diversity present in the classroom. The second is that the challenges facing schools with vulnerable students can be met when there is collective involvement. Our conclusion is that in order to know how educational relationships are built, it is necessary to know what teachers do and to approach the affective disposition they have towards the experience in which they are involved.Keywords
reflective text, professional identity, teacher training, contingency, hermeneutics, vulnerabilityReferences
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