This version of the course guide is provisional until the period for editing the new course guides ends.

Logo UAB
2022/2023

Community, Social and Educational Intervention and Inequalities: Current Research Trends

Code: 43219 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 2

Contact

Name:
Xavier Úcar Martínez
Email:
xavier.ucar@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Other comments on languages

Community, social and educative intervention and inequalities: Current research trends

Teachers

Josefina Sala Roca
Paloma Valdivia Vizarreta

Prerequisites

There is not

Objectives and Contextualisation

This module is compulsory for the specialty "Inequalities, research and educational activities" and it is optional for other specialties

This module aims to provide the necessary tools  to be able to analyze the situations and community scenarios from the research , in order to generate adequate educational responses. The proposal will focus specially on the knowledge of environments of community education and other dimensions, like  social capital, social networking,  parental training and equals relationship leading to empowerment groups in complex environments. From resource utilization theoretical, methodological and epistemological promote the study and analysis of educational intervention in community settings, the module allows to innovate in the design, planning and project development and socio-educational programs. It will address the following topics:

Community education, social capital, social networks and empowerment
Children and adolescents at risk, protection systems, parental training, peer relationship

Competences

  • Collect research data coherently in accordance with the chosen method.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Recognise the basic research principles in the field of education and inequality.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Learning Outcomes

  1. Analyse research into processes of community empowerment.
  2. Analyse theoretical reference frameworks to establish which ones orientate research.
  3. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  4. Continue the learning process, to a large extent autonomously.
  5. Decide on the information and the subjects involved in the study.
  6. Defend the research carried out orally, using the appropriate technology.
  7. Design strategies for collecting information.
  8. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  9. Evaluate theoretical, methodological and epistemological resources promoting the study and analysis of socio-educational intervention in community contexts.
  10. Find and analyse theoretical frameworks of reference in the scientific literature about community education and the dimensions - social capital, social networks, parental preparation and peer relationships - that lead to empowerment of groups in complex environments
  11. Identify research problems related to practice.
  12. Identify research problems related to socio-educational intervention and the research project design that allows for their solution.
  13. Identify theoretical and scientific references and evaluate their appropriateness for interpreting socio-educational intervention.
  14. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  15. Judge the importance and theoretical and social pertinence of a research problem in the area of socio-educational intervention.
  16. Recognise the main research problems in the field of community education and processes of empowerment.
  17. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  18. Understand the theoretical, methodological and epistemological resources which promote scientific study of socioeducational intervention in communities.
  19. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  20. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  21. Use research methods, techniques and strategies and draw up a design pertinent to research problems in the context of socio-educational intervention.
  22. Write research reports in accordance with the structure of the formal protocols.

Content

1. Social pedagogy and community education: the theory of the community as a choice.
2. Research in Community Education
3. Social capital and socio-educational networks
4. Socio-educational intervention and empowerment processes
5. Models of protection of children and adolescents at risk
6. Specific problems of young people in care
7. Transition to independent living of young people in care
8. Empowerment projects with young people in care
9. Children and young people's participation in the community
10. Families, time for learning and social capital
11. Relationships between equals, processes of community innovation

 

 

Methodology

The training activity will be developed based on the following dynamics:

Lectures / exhibitions by teachers
Reading articles and document collections
Analysis and collective discussion of articles and documentary sources
Classroom practices: problem solving / cases / exercises.
Presentation / oral presentation of works.
Tutorials

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Analysis and collective discussion of articles and documentary sources 14 0.56
Classroom practices: problem solving / cases / exercises. 9 0.36
Presentació / exposició oral de treballs 9 0.36
Reading of articles and documentary collections 18 0.72
Type: Supervised      
Tutorials 20 0.8
Type: Autonomous      
Reading of articles and documentary collections 80 3.2

Assessment

Attendance and participation in the sessions    20%
 
Activities during the development of the module 30%
 
Memory / individual module work  50%
 
 
 
The evaluation of the module will be carried out through the activities indicated.
 
The final grade will be the weighted average of the planned activities. In order to apply this criterion it will be necessary to obtain at least a 4 in all the activities, those carried out during the development of the module and in the memory / final work of the module.
 
Class attendance is mandatory. In order to obtain a positive final evaluation the student must have attended a minimum of 80% of the classes.
 
The procedure for reviewing the tests will be done individually.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities during the development of the module 30% 0 0 2, 1, 9, 10, 18, 6, 8, 5, 7, 22, 11, 12, 13, 19, 15, 14, 4, 16, 21
Memory / individual module work 50% 0 0 2, 1, 9, 10, 18, 6, 8, 5, 22, 11, 12, 13, 19, 15, 16, 21
attendance and participation in the sessions 20% 0 0 2, 1, 9, 10, 18, 6, 8, 5, 22, 11, 12, 13, 19, 15, 17, 3, 4, 16, 20, 21

Bibliography

ARNAU-SABATÉS, L., MARZO, M. T., JARIOT, M., & SALA-ROCA, J. (2014). Learning basic employability competence: a challenge for the active labour insertion of adolescents in residential care in their transition to adulthood. European Journal of Social Work, 17(2), 252-265.

BARBERO,J.M., CORTES, F. (2005). Trabajo comunitario, organización y desarrollo social. Alianza. Madrid.

BERTRAN, M; PONFERADA-ARTEAGA, M.; PAMIES, J. (2016) Gender, family negotiations and academic success of young Moroccan women in Spain. Race, Ethnicity and Education, 19 (1):161-181.

BERTRAN, M., BADIA, V. (2015). El tiempo de espera en la adopción: ¿tiempo de riesgo o de formación para la prevención para las familias? Aloma, 32(2): 65-75.

BOUMA, H.; LÓPEZ, M.; KNORTH, E.; GRIETENS, H. (2018). Meaningful participation for children in the Dutch child protection system: A critical analysis of relevant provisions in policy documents. Child Abuse & Neglect, 79, 279- 292. https://doi.org/10.1016/j.chiabu.2018.02.016  

CAMERON, C., MOSS, P. (Eds.) (2011). Social Pedagogy and working with children and young people. Where care and education meet. Jessica Kingsley Publishers: London and Philadelphia

CARRASCO, S.; PAMIES, J.; BERTRAN, M; 2009) Familias inmigrantes y escuela: desencuentros, estrategias y capital social, Rev. Complutense de Educación, Vol 20 (1), pp 55-78.

COURTNEY, M. E. (2009). The Difficult Transition to Adulthood for Foster Youth in the US: Implications for the State as Corporate Parent. Social Policy Report, 23(1), 3-18.

DEL VALLE, J., i BRAVO, A. (2013). Current trends, figures and challenges in out of home child care: An international comparative analysis. Psychosocial Intervention, 22, 251-257.

DEL VALLE, J., SAIRENO, A.M., BRAVO, A. (2011). Salut mental de menores en acogimiento residencial. Badajoz: Junta de Extremadura.

DEVINE, D. (2009): Mobilising capitals? Migrant children's negotiation of their everyday lives in school. British Journal of Sociology of Education, 30:5, 521-535.

FERNÁNDEZ, E., BARTH, R.P. (ed). (2010). How Does Foster Care Work? International Evidence on Outcomes. London: Jessica Kingsley.

GREENFIELD, P., & SUZUKI, L. (1998). “Cultura y Desarrollo Humano: Implicaciones Parentales Educativas, Pediátricas y de Salud Mental”. En Siegel y K. A. Renninger (eds.) (1998) Handbook of Child Psychology. New York: Wiley. 1059-1109. http://psicologiacultural.org/Pdfs/Traducciones/Greenfield y Suzuki.pdf

HELVE, H., BYNNER, J. (2007). Youth and Social Capital. England: The Tufnell Press.

KORNBECK , J.,  ROSENDAL JENSEN, N. (Eds) (2012) Social Pedagogy for the entire human lifespan, Vol. II. Europäischer Hochschulverlag Gmbh & Co. KG.: Bremen  

KORNBECK , J., ROSENDAL JENSEN, N. (Eds.) (2011). Social Pedagogy for the entire human lifespan, Vol. I. .Bremen: Europäischer Hochschulverlag GmbH & Co. KG.

KORNBECK, J.; ÚCAR, X. (Eds) (2015) Latin American Social Pedagogy: relaying concepts, values and methods between Europe and the Americas. Studies in Comparative Social pedagogies and International Social Work and Social policy, Vol. XXVIII. Bremen: EVH/Academicpress GmbH.

LAREAU, A. (2003). Unequal Childhoods. Class, race, and family life. California: University of California Press.

LLENA, A., PARCERISA, A., ÚCAR, X. (2009). 10 Ideas clave. La acción comunitaria. Graò. Barcelona.

MCDANIEL, M, COURTNEY, M, PERGAMIT, MR & LOWENSTEIN, C (2015). Preparing for a “Next Generation” Evaluation of Independent Living Programs for Youth in Foster Care. Project Overview.  Chicago: Chapin Hall 

MONTSERRAT, C., FERRAN, C. i BAENA, M. (2015). L’educació dels infants i adolescents en el sistema de protección: un problema o una oportuninat?. Documenta Universitaria.

REQUENA, F. (2008). Redes sociales y Sociedad civil. CIS. Madrid

RUBIO, F.J.; TRILLO M.P.; JIMÉNEZ, M.C. (2020). Programas grupales de parentalidad positiva: una revisión sistemática de la producción científica. Revista de Educación, 389. Julio-Septiembre, 267- 295. http://www.educacionyfp.gob.es/revista-de-educacion/numeros-revista-educacion/numerosanteriores/2020/389/389-10.html

ROLL, P. (2004). Families, social capital and educational outcomes, British Journal of Sociology of Education, 52, 4, 390 – 416

SALA ROCAa, J., Jariot García, M., Villalba Biarnés, A., Rodríguez Parrón, M. (2009). Analysis of factors involved in the social inclusion process of young people fostered in residential care institutions. Children and Youth Services Review31(12), 1251-1257.

SOLDEVILA, A., PEREGRINO, A., ORIOL, X., Filella, G. (2012). Evaluation of residential care from the perspective of older adolescents in care. The need for a new construct: optimum professional proximity. Child & Family Social Work, DOI: 10.1111/j.1365-2206.2012.00843.x

STEIN. M., MUNRO, E.R. (2008). Young People's Transitions from Care to Adulthood. London: Jessica Kingsley.

ÚCAR, X. (2016) Pedagogías de lo social. Barcelona. Editorial UOC. Oberta Publishing.

ÚCAR, X. (2016) Relaciones socioeducativas. La acción de los profesionales. Barcelona. Editorial UOC. Oberta Publishing.

ÚCAR, X. (2016) Pedagogía de la elección. Barcelona. Editorial UOC. Oberta Publishing.

URREA MONCLUS, A., MATEOS INCHAURRONDO, A., FERNÁNDEZ-RODRIGO, L., & BALSELLS BAILÓN, M. À. (2021). The voices of parents and children in foster care. Journal of Social Work21(6), 1592-1610.

Software

There is not