317
Views
10
CrossRef citations to date
0
Altmetric
Research Article

The Montserrat’s neighbourhood dream: involving Moroccan residents in a school-based community development process in urban Spain

Le rêve du quartier de Montserrat: inclusion de résidants marocains dans le processus de développement scolaire communautaire en Espagne urbaine

El sueño del barrio de Montserrat: la participación de residentes marroquíes en un proceso de desarrollo comunitario desde la escuela en la España urbana

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 674-696 | Received 05 Nov 2017, Accepted 09 Jul 2018, Published online: 17 Aug 2018

References

  • Allen, J. (2003). Lost geographies of power. Malden, MA: Blackwell Publishing Ltd.
  • Andrews, K. T., Ganz, M., Baggetta, M., Han, H., & Lim, C. (2010). Leadership, membership, and voice: civic associations that work. American Journal of Sociology, 115(4), 1191–1242.
  • Arnstein, S. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224.
  • Aubert, A., Villarejo, B., Cabré, J., & Santos, T. (2016). La Verneda-Sant Marti adult school: A reference for neighborhood popular education. Teachers College Record, 118(4), 1–32.
  • Barma, N., Huybens, E., & Viñuela, L. (2014). Institutions taking root: Building state capacity in challenging contexts. Washington, DC: World Bank Group.
  • Bastiaensen, J., De Herdt, T., & D’Exelle, B. (2005). Poverty reduction as a local institutional process. World Development, 33(6), 979–993.
  • Cahill, A. (2008). Power over, power to, power with: Shifting perceptions of power for local economic development in the Philippines. Asia Pacific Viewpoint, 49(3), 294–304.
  • Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33–46.
  • Chaskin, R., Khare, A., & Joseph, M. (2012). Participation, deliberation, and decision making: The dynamics of inclusion and exclusion in mixed-income developments. Urban Affairs Review, 48(6), 863–906.
  • Classen, L., Humphries, S., FitzSimons, J., Kaaria, S., Jiménez, J., Sierra, F., & Gallardo, O. (2008). Opening participatory spaces for the most marginal: Learning from Collective Action in the Honduran hillsides. World Development, 36(11), 2402–2420.
  • Cooke, B., & Kothari, U. (2004). Participation: The new tyranny? (3th ed.). New York: Zed Books.
  • Counseling, Terrassa Pedagogical, & Service, Guidance. (2017). Global report of students with specific educational needs derived from disadvantaged socioeconomic or socio-cultural situations (Year 2016–2017). Education Deparment, Government of Catalonia. Terrassa.
  • Crespo, J., Réquier-Desjardins, D., & Vicente, J. (2014). Why can collective action fail in Local Agri-food Systems? A social network analysis of cheese producers in Aculco, Mexico. Journal of Food Policy, 46, 165–177.
  • Elboj, C. (2015). Clara, from the ghetto to the European Parliament. Qualitative Inquiry, 21(10), 879–885.
  • Ernwein, M. (2014). Framing urban gardening and agriculture: On space, scale and the public. Geoforum, 56, 77–86.
  • Flecha, R. (2015). Successful educational action for inclusion and social cohesion in Europe. Springer Publishing Company. London.
  • Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: Engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451–465.
  • Flecha, R., Soler-Gallart, M., & Sordé, T. (2015). Social impact: Europe must fund social sciences. Nature, 528(7581), 193.
  • Flint, N. (2011). Schools, communities and social capital: Building blocks in the “Big Society.”. Nottingham: National College for Leadership of Schools and Children’s Services.
  • Freire, P. (1997). A la sombra de este árbol. Barcelona: El Roure.
  • Fung, A. (2005). Deliberation before the revolution: Toward an ethics of deliberative democracy in an unjust world. Political Theory, 33(3), 397–419.
  • García Yeste, C., Leena Lastikka, A., & Petreñas Caballero, C. (2013). Comunidades de Aprendizaje. Scripta Nova: Revista Electrónica De Geografía Y Ciencias Sociales, 17(427(7)), Retrieved from http://www.ub.es/geocrit/sn/sn-427/sn-427-7.htm
  • García-Carrión, R., Molina-Luque, F., & Molina-Roldán, S. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701–716.
  • Gelderblom, D. (2018). The limits to bridging social capital: Power, social context and the theory of Robert Putnam. The Sociological Review. doi:10.1177/0038026118765360
  • Gomez, A., Puigvert, L., & Flecha, R. (2011). Critical communicative methodology: Informing real social transformation through research. Qualitative Inquiry, 17(3), 235–245.
  • Green, T. L. (2015). Leading for urban school reform and community development. Educational Administration Quarterly, 51(5), 679–711.
  • Green, T. L. (2018). School as community, community as school: Examining principal leadership for urban school reform and community development. Education and Urban Society, 50(2), 111–135.
  • Hawkins, R. L., & Maurer, K. (2010). Bonding, bridging and linking: How social capital operated in New Orleans following Hurricane Katrina. British Journal of Social Work, 40(6), 1777–1793.
  • Inaba, Y. (2013). What’s wrong with social capital? critiques from social science. In (eds), Global perspectives on social capital and health (pp. 323–342). New York, NY: Springer New York.
  • Instituto d’Estadística de Catalunya. (2014). Indicadors de la ciutat de Terrassa [City of Terrassa indicators]. Retrieved September 1, 2015, from http://www.idescat.cat/emex/?id=082798#h3000000000000
  • Instituto Nacional de Estadísticas. (2014). Cifras de Población a 1 de enero de 2014. Datos Provisionales, 2014, 1–16. Retrieved from http://www.ine.es/prensa/np854.pdf
  • Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706–742.
  • Keth, N. Z. (1996). Can urban school reform and community development be joined?. Education and Urban Society, 28(2), 237–268.
  • Logsdon, J. M., & Murrell, A. J. (2008). Beyond “I have a dream” Dr. Martin Luther King, Jr.’s contributions to managment scholarship and practice. Business & Society, 47(4), 411–424.
  • Mansbridge, J. (1983). Beyond adversary democracy. Chicago: University of Chicago Press.
  • Mansuri, G., & Rao, V. (2004). Community-based and -driven development: A critical review. The World Bank Research Observer, 19(1), 1–39.
  • Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based Community Development as a strategy for community-driven development. Development in Practice, 13(5), 474–486.
  • Melgar, P., Larena, R., Ruiz, L., & Rammel, S. (2011). How to move from power-based to dialogic relations? Lessons from Roma women. European Journal of Education, 46(2), 219–227.
  • Municipality of Terrassa. (2014). Anuari Estadístic 2014 [Statistic annual directory 2014]. Retrieved October 28, 2015, from http://www2.terrassa.cat/laciutat/xifres/A2014/index.php
  • Muñoz, I., Paredes, M., & Thorp, R. (2007). Group inequalities and the nature and power of collective action: Case studies from Peru. World Development, 35(11), 1929–1946.
  • Munté Pascual, A., & De Vicente Zueras, I. (2012). El “Sueño de Barrio”, ¿un nuevo modelo de trabajo social?. Revista Katálysis, 15(2), 254–261.
  • Nast, J., & Blokland, T. (2014). Social mix revisited: Neighbourhood institutions as setting for boundary work and social capital. Sociology, 48(3), 482–499.
  • Nguyen, T. C., & Rieger, M. (2017). Community-driven development and social capital: evidence from Morocco. World Development, 91, 28–52.
  • Oraisón, M., & Pérez, A. M. (2009). The school in non-inclusive contexts: Moral education, building citizenship and community development, an Argentinian example. Journal of Moral Education, 38(4), 513–532.
  • Pinho, P. F., Orlove, B., & Lubell, M. (2012). Overcoming barriers to collective action in community-based fisheries management in the Amazon. Human Organization, 71(1), 99–109.
  • Pretty, J., & Ward, H. (2001). Social capital and the environment. World Development, 29(2), 209–227.
  • Racionero-Plaza, S., & Puig, P. (2017). La Confluencia entre Comunidades de Aprendizaje y otros Proyectos: El Caso de los CRFA en Perú y Guatemala. REMIE Multidisciplinary Journal of Educational Research, 7(3), 339.
  • Redondo, G., Santa Cruz, I., & Rotger, J. M. (2011). Why Mondragon? Analyzing what works in overcoming inequalities. Qualitative Inquiry, 17(3), 277–283.
  • Redondo-Sama, G. (2015). Liderazgo dialógico en comunidades de aprendizaje. Intangible Capital, 11(3), 437–457.
  • Redondo-Sama, G. (2016a). Dialogic leadership and new alternative masculinities: Emerging synergies for social transformation. Masculinities & Social Change, 5(1), 70.
  • Redondo-Sama, G. (2016b). Leadership and community participation: A literature review. International and Multidisciplinary Journal of Social Sciences, 5(1), 71.
  • Sanchez, M.(1999). Voices inside schools - La Verneda-Sant Martí: A school where people dare to dream. Harvard Educational Review, 69(3), 320–336.
  • Samanta, D., & Nayak, N. C. (2015). Determinants of people’s participation: A study of rural West Bengal, India. Development in Practice, 25(1), 71–85.
  • Seebohm, P., Gilchrist, A., & Morris, D. (2012). Bold but balanced: How community development contributes to mental health and inclusion. Community Development Journal, 47(4), 473–490.
  • Shatkin, G., & Gershberg, A. I. (2007). Empowering parents and building communities: The role of school-based councils in educational governance and accountability. Urban Education, 42(6), 582–615.
  • Smith, G. A. (2015). Environmental education research community organizing, schools, and the right to the city. Envoronmental Education Research, 21(3), 478–490.
  • Terrassa City Council. (2017). Terrassa in figures. evolution of unemployment in Terrassa. Study Service and City Observatory. Retrieved April 20, 2017, from http://www2.terrassa.cat/laciutat/xifres/xifres.php?p=infmensuals
  • Theesfeld, I. (2004). Constraints on collective action in a transitional economy: The case of Bulgaria’s irrigation sector. World Development, 32(2), 251–271.
  • Thorkildsen, A., Kaulio, M., & Ekman, M. (2015). Project leadership in regional development coalitions: Horizontal and vertical challenges of trustkeeping. European Urban and Regional Studies, 22(4), 383–397.
  • Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: How diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17–33.
  • Van Laerhoven, F. (2014). When is participatory local environmental governance likely to emerge? A study of collective action in participatory municipal environmental councils in Brazil. Environmental Policy and Governance, 24(2), 77–93.
  • Warren, M. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75(2), 133–173.
  • Weinberger, K., & Jütting, J. P. (2001). Women’s participation in local organizations: Conditions and constraints. World Development, 29(8), 1391–1404.
  • Woolcock, M., & Narayan, D. (2000). Social capital: implications for development theory, research, and policy. The World Bank Research Observer, 15(2), 225–249.
  • Wrigley-Asante, C. (2014). Accra turns lives around: Female migrant traders and their empowerment experiences in Accra, Ghana. Multidisciplinary Journal of Gender Studies, 3(2), 341–367.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.