Dialogic engagement between Universities and

Communities(Efficiency and Equity)

    

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 comunidadDialogic engagement between Universities and

Communities(Efficiency and Equity)

    

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 comunidadDialogic engagement between Universities and

Communities(Efficiency and Equity)

28 April 2005- 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)

85%

Doctors by Harvard

85%

Alterio Spinelli Building, in the European Parliament

18th of November 2009 - Members of the Parliament- European Commission Representatives- Researchers- Members of social organisations

Community member

EU Directorate for Research

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)

Exclusionary Research

As a result of the Arab migration in France, there emerge mixed

identities, persons that are 50% French and 50% Algerian

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

Nobel PriceAmartya 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 METHODOLOGYCommunicative research (Good practice)

The European Council in Barcelona recognised this need for excellence, in its call for European systems of education to

become a “worldreference” by 2010

1st WORLD KNOWLEDGE-BASED POWER BY 2010COMMUNICATION FROM THE COMMISSION

5.2.2003European 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

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)

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)

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

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:

    

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 comunidadCommunity engagement

Dialogic engagement between Universities and

Communities(Efficiency and Equity)

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.

Dialogic gatherings (Good practice)

Rima RuddHarvard 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

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)

Lecture in the University of Barcelona:

The intercultural discourse of the Human Rights

This is a critical and a brilliant

question

Bourdieu: When people without University degrees look at the

Goya’s painting “La maja desnuda”, they can not see art,

they just see pornography

Erik Olin Wright:Dialogic gatherings are the proof that Bourdieu was wrong in his

concept of distinction

Dialogic gatherings (Good practice)

Dialogic Literary GatheringDr.

SiguanLa 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

Commissioner of Education, Culture and Sports Drom Kotar Mestipen

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.

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.

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.

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.

One Thousand and One Nights

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)