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Dialogic engagement between Universities and Communities (Efficiency and Equity)

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Presentation on theme: "Dialogic engagement between Universities and Communities (Efficiency and Equity)"— Presentation transcript:

1 Dialogic engagement between Universities and Communities (Efficiency and Equity)

2 1)What we (Universities) need to learn with communities 2)What communities need to learn with us Retos actuales de la EA en Europa Compromiso con la comunidad Dialogic engagement between Universities and Communities (Efficiency and Equity)

3 1)What we (Universities) need to learn with communities 2)What communities need to learn with us Retos actuales de la EA en Europa Compromiso con la comunidad Dialogic engagement between Universities and Communities (Efficiency and Equity)

4 28 April Resolution of the situation of the Romani People in the European Union: The Council, the Commission, the member states and the candidate countries are asked to: Consider the recognition of the Romani People as a European minority (European Parliament, P6_TA-PROV(2005)0151)

5 85% Doctors by Harvard 85% Alterio Spinelli Building, in the European Parliament 18 th of November Members of the Parliament - European Commission Representatives - Researchers - Members of social organisations Community member EU Directorate for Research

6 As a summary, research in education and training needs to contribute to policy making. Critical communicative research perspective has shown to have a significant social and political impact on the European educational and social systems. Communicative research (Good practice)

7 Exclusionary Research

8 As a result of the Arab migration in France, there emerge mixed identities, persons that are 50% French and 50% Algerian

9 I am not 50% French and 50% Roma, I am 100% French, I have the same rights and duties as any other French person, and I am also 100% Roma

10 Nobel Price Amartya Sen This is an elegant and clarifying debate about the problems arising when the distributive is understood in terms of opportunities and availability of resources, without taking into account the inequalities that arise from cultural conventions and social barriers. COMMUNICATIVE RESEARCH METHODOLOGY Communicative research (Good practice)

11 The European Council in Barcelona recognised this need for excellence, in its call for European systems of education to become a “world reference” by st WORLD KNOWLEDGE-BASED POWER BY 2010 COMMUNICATION FROM THE COMMISSION European universities are attracting fewer students and in particular fewer researchers from other countries than their American counterparts. COMMUNICATION FROM THE COMMISSION (2003). The role of the universities in the Europe of knowledge. Brussels: Commission of the European Communities, p. 6

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13 What we (universities) need to learn with communities? We need communities in order to develop with them a better scientific knowledge Communicative research (Good practice)

14 Judith Butler It was a beautiful and a moving experience that will change me and my work... You have returned me to my most basic sense of why is feminism urgent, moving and creative. Lidia Puigvert Migrants, housewives and house keepers ask for voice within the movement Communicative research (Good practice)

15 What we (universities) need to learn with communities? Jointly with the Platform Against Gender Violence, the Roma Associations of Women took a leading position against gender violence in their communities and encouraged us to do the same in our universities overcoming the persecution against those professors that broke the silence We need communities in order to develop Ethics with them

16 CREA’s efforts to lay this foundation by breaking the silence surrounding gender violence is inspiring. Future generations of students and faculty will undoubtedly have a very different classroom experience because of their work. Communicative research (Good practice) Sarah Rankin, Director Office of Sexual Assault Prevention and Response Harvard University:

17 1)What we (Universities) need to learn with communities 2)What communities need to learn with us Retos actuales de la EA en Europa Compromiso con la comunidad Community engagement Dialogic engagement between Universities and Communities (Efficiency and Equity)

18 IF WE LEARN WITH THEM, we produce scientific knowledge through the dialogue with communities, THEY WILL LEARN WITH US the scientific knowledge that can make a difference in the lives of those communities.

19 Dialogic gatherings (Good practice)

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21 Rima Rudd Harvard School of Public Health In the US, the majority of doctors talk with more technical terms to people with lower academic background and with a more common language to people with University degrees Dialogic gatherings (Good practice)

22 Lecture in the University of Barcelona: The intercultural discourse of the Human Rights This is a critical and a brilliant question

23 Bourdieu: When people without University degrees look at the Goya’s painting “La maja desnuda”, they can not see art, they just see pornography

24 Erik Olin Wright: Dialogic gatherings are the proof that Bourdieu was wrong in his concept of distinction Dialogic gatherings (Good practice)

25 Dialogic Literary Gathering Dr. Siguan La Vanguardia: What is surprising is that these people enjoy the books that we -traditional students and professors in university- are supposed to read and enjoy, but we don’t

26 Commissioner of Education, Culture and Sports Drom Kotar Mestipen

27 Laura is a girl who turned 8 without being able to read and write. Usually, other girls and boys are calling her “daughter of a bitch”, they tell her that she does not have a dad and she is the daughter of a prostitute. Her school is transformed, interactive groups are launched as well as the dialogic literary circles and the tutored library in the evenings. Laura found in the library an environment that is stimulating her to learn and she feels like home. She likes it and she learnt to read and write in six months. Her cognitive and emotional progress makes her to be valued by her peers and in relation to others. Laura has not adapted herself to the context, on the contrary, the transformation of her socio-cultural environment, as the real Vygotsky argued, has allowed her to make such an amazing progress in her own development, to have access to her rights as a girl and to happiness.

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30 One Thousand and One Nights

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33 Dialogic engagement between Universities and Communities We, universities, need engagement with communities as much as communities need us. Working together, we develop new knowledge, we become better and we use our resources properly in order to create a better world for all Dialogic engagement between Universities and Communities (Efficiency and Equity)


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