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When they think I can't hear, modelling what we could do with our own learners. We Learning Communities: when learning in common 'I! But I am resilient, cannot ignore what isgoing on around us: And will overcome them, means school success for all 'When the pro(essor read the poem (rom the Arab­ And grow strong. American boy, I realised howmad and prejudiced I (elt I"" Soon, against anyone (rom the Middle East, even people Jesus Gomez Alonso and CREA I'll be one of the 'in' crowd whose (amilies have lived in the United States as long When size doesn't matter. as my (amily. Suddenly I was seeing my hatred clearly, Nobody'll dare and that (act that I wasn't being realistic. Writing my -, Think or say, own poem unleashed more o( my (eelings that I now Cruel words to or about me, know I have toward other people and they have toward Learning Communities is a project of school approaches of authors such as Habermas (1987­ Then. me.' transformation. It responds to the new challenges 1989), Freire (1997), and CREA (Centre for Social and needs created by the shift from the industrial to and Educational ). At the practical level, Besides, 'In all o( ourteacher education courses we keep the information society. In the current information Learning Communities departs from experiences in They'll see how real I am studying multicultural education. Through this activity it society, success depends on people's intellectual schools such as Success for All in the USA and La And be ashamed ­ all suddenly made sense. It was exciting to see what is abilities, lifelong learning and the capability of Verneda St. Marti in Spain, which appear to have meant by cultural characteristics and sel(identity. I I, too, am an American. adaptation and innovation become key, been successful. couldn't believe how a poem almost a century oldhas consequently helping maintain or increase social application yet today.' The Communicative theories rest on an old social exclusion and marginalisation. In what Gorz phenomenon: and action take place every I, too, am an American 'I never knew how other people (elt. It was amazing (1986), calls the two-thirds society, those with high time people struggle for social justice (such as the NO I, too, am an American. learning about my (riends. Their poems opened up my academic levels have more chance of entering the Primar democratic revolutions against imposed monarchies I am the disabled brother. thinking about seeing and expressing things (rom labour market and achieving social mobility. Citizer and despotism). According multiple perspectives. I have heard this phrase in our Educational inequality They sent me to learn in a different room Dialogue, as the basis of the process to the communicative courses; now I get it.' becomes a major source of Hilar And I missed out on the fun times, perspective, people are social inequality. Yet close of learning, implies not just talking The Citi But I learned in my way, 'I know I do not look, act, think, or believe like the capable of language and views ar analysis of the information And figured it out slowly but surely, children where I am studentteaching. However, I never or discussing issues but promoting action (Habermas, 1987), and ofte And grew strong. society shows that education thought about our having different ideas about national co-operation, motivation, self­ that is, capable of is conce has to lead the transition about gl In my dreams, identities until I wrote my poem and heard the other constructing and changing towards the information confidence, solidarity and, thus, Hilary ( I was still in the same classroom poetry. I guess I thought being an American meant the reality from their knowlec same thing to everybody [as] whatit meant to me: society (Flecha, 1999). instrumental learning of any kind. the offic With all of my friends. interactions. The Learning possible And nobody ever 'Teaching language, arts and math has always seemed The Learning Communities project in Barcelona Communities project exemplifies transformation NotAlie, Said to me, like the most crucial classroom goals; today I (eel deeply transforms the school and its context from people's interaction on the basis of egalitarian • help 1 'It's time for your special class,' differently. I think getting to know yoursel( and the through a permanent, integral and participatory dialogue. relati Never. education which is based on the communicative people around you is more important (or liVing long and CREA has developed the concept of • encol approach of social and educational sciences. It is I always wished, happy lives.' learning, which is the dynamic key. To understand in w~ therefore oriented not to adaptation but to They could see how smart I was and make possible such transformation, the key • open The preservice teachers participating in this transformation of the social context and social And be embarrassed research study revealed the importance of communicative concepts are as follows. • help interactions, so that the whole community is thou, I, too, am an American. examining, understanding and valuing cultural involved in the project and all work together • Egalitarian dialogue - meaning that people's diversity by engaging learners in relevant and ii) This is towards a common objective: the best school for all contributions are valued according to the validity of whethe enlightening classroom opportunities. Investigating the arguments and not to the speakers' power The preservice teachers' reflections the children. trainer! cultural characteristics, self-identity, and national positions. According to Habermas, argument must Univers After the preservice teachers shared all their poems identity present critical inherent to be based on validity. When arguments claim to be she brh aloud in class, they were asked to write a brief The basis of the project her Ion effective multicultural education. valid they remain open to criticism (and the best paper summarising this experience. Here is a The Learning Communities project is solidly based Each of us should be fortified by the courage and argument prevails), Egalitarian dialogue takes place SeptE sampling of their reflections: on both theory and practice. The theory is drawn strength demonstrated by one American Muslim in the learning communities both inside the Price from social and educational sciences, and practice 'I was extremely upset by the terrorism o( September eighth-grader. The poems written by Ali Rafi, classroom (for instance through interactive groups) derives from experiences in education that are I I, so I was glad that our social studies methods Langston Hughes and these preservice teachers are and within the Centre formed when teachers, Successfully overcoming school drop-out and social pro(essor showed us what we could do to help us offered as models for other educators, to infuse the students, community members, administrations or understand the world as people, as well as her exclusion. At the theoretical level our work is families work together in the work teams. • continued on page 23 grounded in the dialogic and communicative 9 11,m 12 Multicultural Teaching © Trentham Books 2002 Multicultural Teaching © Trentham Books 2002 13 MeT 20.2

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Participation becomes active and when dialogue in 'loss of meaning' in modem societies is the III' (...) We had been verifying that the volunteers did Transformative educational experiences i:1 terms of equality becomes its basis compromise substitution of community-based environments with not obstruct nor discredit the professor body. The Learning Communities is not an experiment. and negotiation are characteristic. systemic ones. The learning communities project I Instead they brought a breath of fresh air to the The project is solidly based on the works of the draws on new forms of relationship that replace and Dialogic learning is composed of six principles: school, and they produced in us an interior most highly regarded sociologists and educationists, improve the existing ones, recovering the I cultural intelligence, transformation, an exaltation that awoke our generosity and our as well as on various successful educational iii community-based environments. The principle of instrumental dimension, meaning creation, capacity to integrate. It made us feel mature and it practices developed over decades. One example is equality of differences establishes that all of us are Iii solidarity and equality of differences. The concept gave the act of teaching/learning a real social the centre for adult education, La Verneda-Sant equal but different. This combats the use of both of cultural intelligence includes academic, relevance. In our school, there was something more Marti, located in a working-class neighbourhood of II homogenisation and diversity as excuses to t practical and communicative intelligence. This than just a daily routine of professors teaching and Barcelona. La Verneda-Sant Marti can be maintain and promote inequality. Whenever alleged broad concept of human intelligence recognises that students learning: we were a community whose considered a learning community in that dialogue cultural differences are claimed as justification for III any person has the capability to take part in an activity and effort had a common purpose: the learning is a basis of its functioning and its reducing curricula to absolute basics, the III egalitarian dialogue and make important children. But it also greatly benefited the organisation is democratic and participatory. It is 'minimums', diversity becomes synonymous with ':[" contributions. The fact that current society multiethnic group of adults who were involved in managed by two participants' association, Agora equality. Social inequalities are generated or III prioritises academic does not imply that the project. Everyone learnt from everyone. and Heura. (Adults who participate in learning increased. We need to maintain high expectations the people denied access to education are, in (AAW, 1998:56) processes at La Verneda-Sant Marti school call Garfinkel's phrase, cultural dopes (Garfinkel, for all children and demand high standards from all. Consider, for example, a class of twenty children themselves participants.) At La Verneda-Sant II 1967). On the contrary, everyone has practical and Otherwise, children whose education is reduced to with different levels of knowledge and learning Marti the interests and needs of the learners are top communicative abilities, and, when taken into 'minimums' will become excluded in future society. III rhythms. We divide the class into interactive groups priority; everyone is involved and participates on II account, they foster the acquisition of other types of From the perspective of equality of differences, - small groups of five or six children who will equal terms - the teachers, adult learners, I knowledge, including academic. This is also true of however, all the children from any culture have the NO work for about twenty minutes on the same activity, volunteers; it is based on dialogic learning and another principle of dialogic learning: the right to maintain and develop their own identity, I Primal with the support of a volunteer. This volunteer promotes a 'pedagogy of maximums' for all, that is II!II instrumental dimension. Quite often, dialogue and and to access an education of quality that will allow Citlzei explains the prepared activity and helps them high expectations of everyone. It thus exemplifies a the instrumental acquisition of abilities and them to participate in all areas of society. achieve it. Each interactive group must be transformative and social model of education Hilar knowledge are understood as oppositional. heterogeneous, that is, formed by children of (Sanchez Aroca, 1999). The Cit Dialogue, as the basis of the process of learning, Interactive groups as an example of different abilities, so that those children who finish views al implies not just talking or discussing issues but Other important precedents and oft, dialogic learning promoting co-operation, motivation, self­ an activity quicker or When dreaming the best school for for the Learning is cone. The interactive groups aim to introduce to the understand it at once can about g confidence, solidarity and, thus, instrumental Communities project are classroom all the elements needed to ensure no help and explain to any the children of the community, there Hilary ( learning of any kind. projects in North America knowle child is left behind in the process of learning. If child in danger of being left are no limits... that some of the CREA the offi The principle of children do not follow the behind. We have proved that people had the opportunity posslbh transformation is present A child the others once considered learning process for any the explanation offered by one child to another who to visit four years ago: the School Development NotAlie in the project from the 'stupid' or 'bad' becomes regarded as reason, they are not has not understood, is usually the best one. Program (SDP) and Accelerated Schools and • help start: the question is, as separated or withdrawn relat Volunteers can be university students or lecturers, Success for All. The School Development program Freire (1997) would say, to a mate who wants to and can learn. from the classroom but, family members, or members of the community. was born in 1968, developed by James Comer • enec transform the difficulties instead, the interactive inw Volunteers and teachers work together to develop (1999). It was the result of collaboration between into possibilities, and this is precisely the spirit of groups foster their learning with the help of each child's capabilities as fully as possible. The the Yale University Child Study Centre and two • opel the Learning Communities. Rather than adapting to volunteers and the rest of the class. With interactive teacher co-ordinates class and volunteers, and public schools. The main objective was to mobilise • help the context, to the social and personal situation of groups, the role of the teacher changes to that of thoi prepares the activities with the volunteers' help. the community to influence the students' academic the children, we need to change the context, by co-ordinator of classroom activity. The teacher The time is usually divided into four twenty minute success. This is changing the interactions with the school and the continues controlling the pedagogical content of the wheth periods, and covers a common theme. If we work community so that it becomes possible to open activities but has volunteers helping to ensure that In 1986, a team from CERAS (Centre of trainer on writing and reading for instance, each of the Educational Research of Stanford) directed by Univer opportunities for all the children. Dialogic learning all the children are actively involved and thus four interactive groups alternates oral language, she br promotes solidarity among children as well as acquire the requisite knowledge. Henry Levin (1998, 1991) developed the project written language, reading and some more flexible her 101 among the community, making it possible to Accelerated Schools in order to transform two The current challenge is to change the structures of activity. These dynamics ensure that they all learn overcome difficulties and work together for a better marginalised schools in San Francisco. A few years Sept schooling and retrain its pedagogues to teach and they promote co-operation and solidarity in later, the students from these schools gained the Pricl school. people how to learn throughout their lifetime, since children's learning. And children enjoy this highest educational qualifications in the national The last two principles of dialogic learning are the knowledge and learning acquired during dynamic programme. A child the others once ranking. One year later Roger Slavin of John meaning creation and equality of differences. The childhood soon becomes obsolete. considered 'stupid' or 'bad' becomes regarded as a Hopkins University began Success for All, with the main cause of what Weber (1969) defines as the mate who wants to and can learn. aim of preventing school drop out (Slavin, 1996). 14 11111111 Multicultural Teaching © Trentham Books 2002 9 77C Multicultural Teaching © Trentham Books 2002 IS MeT 20.2

What these USA projects and the Learning There is a minimum requirement before the process However, once the dream is done and shared, Castelis, M. (1997) Information age: Economy, Society and Culture. Vol. II: The power ofthe identity. Malden, Mass: Communities project have in common are: they are of transformation can begin. These are the priorities must be selected and the future work Blackwell related to important universities from the start, they conditions: planned. The project implies deep transformation of Castells, M. (1998) Information age: Economy, Society and involve the whole community in the school in the learning methodology and the central the support of at least 90% of the teachers Culture. Vol. III: End ofMillenium. Malden, Mass: fostering the academic success of all the students organisation. Once the priorities are determined, the Blackwell the agreement of the school board and they promote a pedagogy of 'maximums'. work is organised accordingly, in mixed work teams Castells, M. (1999) 'L 'escola ha de liderar la transicio a la • the approval of the school council of teachers, students, family and community societat de la informacio', en Barcelona educacio, rr' 11, members.These teams become responsible for mayo-junio de 1999. Barcelona: Institut d'Educacio The project's phases ft • majority approval in the AFA's (Pupils' Families implementing priorities. Comer, J.P. et al. (Ed.) (1999) Child by Child. The Comer I In the process of transformation towards Learning Association) assembly process for change in Education. New York: Teachers Communities, there are two preparatory phases: College Press • the explicit will of the public administration to III sensitisation and decision-making. The first Conclusion give the school maximum autonomy in order to Freire, P (1997) Pedagogy ofthe Heart. New York, NY: includes about thirty hours of work with all the The affirmation that things are the way they are Continuum carry out its transformation. community members but especially the teachers. because they cannot be otherwise is hatefully Flecha. R. (1999) The new educational inequalities. Castells, During this training phase, the new information Once this phase is complete and the project has the fatalistic, since it decrees that happiness only M.: Flecha, R.; Freire, P Flecha, R. (2000) Sharing Words. society is explained and discussed with the support of the community, the families, teachers, belongs to those in power. (Freire, 1997:36) Theory and Practice ofDialogic Learning. Lanham, MD: Rowman and Littlefield objective of provoking reflection about the students, community members, take part in Within a learning community, teachers, families, challenges all children have to face, the risks of dreaming the best school for their children, Giroux, H.; Macedo, D. and Willis, P (1999) Critical students, community members, volunteers all Education in the New Information Age. Lanham, MD: exclusion and the need for creating possibilities of selecting the priorities and organising the work. :1 become involved and collaborate to transform the Rowman and Littlefield ;1 transformation. After this phase of sensitisation, the When dreaming the best school for the children of school and its context so that all the children can Garfinkel, H. (1967) Studies in Ethnomethodology. Englewood­ NC centre has to make a decision whether to proceed. the community, there are no limits - anything goes. Prime acquire the knowledge needed for operating in the Cliffs, NJ: Prentice-Hall Citizr information society. This process of transformation Giddens, A. (1991) Modernity and Self-Identity. Selfand is based on communicative methodology and Society in the Late Modern Age. Cambridge: Polity Press Hila SYNTHESIS OF THE START OF THE PROCESS OF TRANSFORMATION promotes high expectations of all the children. The Giddens, A. (1992) The Transformation ofIntimacy. Sexuality. The Ci process of learning is also transformed within the Love and Eroticism in Modern Societies. Cambridge: views: SENSIl"ISATION PHASE communicative approach: dialogic learning fosters Polity Press and of the acquisition of instrumental abilities as well as Gorz, A. (1986) Los caminos del paraiso. Para comprender la is cone tnitial sessions of work with the different agents of the school community crisis y salir de ella por la izquierda. Barcelona: Laia (V.O. about reflection and solidarity, through dialogue on equal Study of the documentation given out duting the initial informative days 1983) Hilary terms among everyone involved. We have shown, knowh anddiscossion about the conclusions at which the community has arrived time and again, that this model of transformation Haberrnas, J. (1987) The Theory ofCommunicative Action. the oft Lifeworld and System: A Critique ofFunctionalist Reason. works. possib Boston, MA: Beacon Press III DECIStoN MAKING PHASE Not Ali Habermas, J. (1984) The Theory ofCommunicative Action. :It De.c1ding to start the project because of the negotiated agreement obtained from the whole community. • helF Jesus Gomez Alonso is based at the University of Reason and the rationalisation ofsociety. Boston, MA: I rela Barcelona in Spain and is a member ofCREA. Beacon Press • ene­ PHASE OF THE DREAM Levin, H.M. (1991) Accelerating the progress ofall students. in '" Talkingtogethe.r in groups to conceive the educational centre desired Albany, NY: Nelson A. Rockefeller Institute of References Government, State University of New York • ope Agreeing on the type of centre that is being aimed at AAW (1998) Comunidades de Aprendizaje: propuesta III: • hell educativa igulitaria en la sociedad de la informacion. Aula Levin, H.M. (1998) Accelerated Schools: a decade of evolution Contextualizing the basic principles of the Learning Community tho de Innovacion Educativa, n" 72, pp. 49-59. Barcelona: A. Hargraves, A. Lieberman, M. Fullan and D. Hopkins Grao (Eds.) 1998 International Handbood ofEducational This i~ Change Part two (pp.807-830) Norwell: Kluwer whet~ PRIORITY SELECTION PHASE Beck, U (1992) Risk Society. Towards a New Modernity. Academic Publishers Sanchez-Areca, M. (1999) La traine Looking forimormation about the educational centre and its context Newbury Park, CA: Sage Vemeda-Sant Marti: A School Where People Dare to Unive Dream. Harvard Educational Review, 69 (3), 320-335 lilill she bl Analysis of the data obtained Beck, U, Giddens, A and Lash, S. (1994) Reflexive her Ie Modernisation. Politics, Tradition and Aesthetics in the Slavin, R.E. (1996) Education for All. Exton, PA: Swet and Selection. of priorities from the dream according to the analysis of the context Modern Social Order. Cambridge: Polity Press Zeitlinger Sep1 Beck, U and Beck-Gernsheim, E. (1995) The Normal Caos of Weber, M. (1969) La etica protestante y el espiritu del Pric PLANNING PHASe Love. Cambridge: Polity Press capitalismo [Protestant ethics and the spirit of capitalism]. Designing heterogeneous action groups Castells, M. (1996) Information age: Economy. Society and Barcelona: Peninsula. Culture. Vol. I: The rise ofthe network society. Creating work teams in charge of carrying out the plan of action designed to implement each priority Cambridge, Mass: Blackwell

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