Cultural intelligence to overcome educational exclusion
Oliver, Esther, Botton, Lena de , Soler, M. and Merrill, Barbara. (2011) Cultural intelligence to overcome educational exclusion. Qualitative Inquiry, Volume 17 (Number 3). pp. 267-276. ISSN 1077-8004Full text not available from this repository.
Official URL: http://dx.doi.org/10.1177/1077800410397805
The critical communicative methodology (CCM) is based on the premise that each person, regardless of their educational, cultural, or socioeconomic background, possesses cultural intelligence. That is, they can analyze their experiences of being excluded and propose ways to reverse their situation. In this article, we explore the fact that everyone, regardless of background, can help to develop scientific knowledge, and this is essential in transforming the situation being studied. To illustrate this, we examine a case in which families from cultural minority groups become involved in transforming their neighborhood school. We also show how the CCM made it possible to include the knowledge and interpretations of these community members through egalitarian dialogue with researchers. The knowledge obtained from this dialogue calls into question the dominant discourse in Europe, which states that having high proportions of migrant students in schools will have a negative effect on both academic results and living together.
|Item Type:||Journal Article|
|Subjects:||H Social Sciences > HM Sociology
L Education > L Education (General)
|Divisions:||Other > Centre for Lifelong Learning|
|Library of Congress Subject Headings (LCSH):||Cultural intelligence, Intersubjectivity, Racism, Educational equalization, Discrimination in education|
|Journal or Publication Title:||Qualitative Inquiry|
|Publisher:||Sage Publications, Inc.|
|Page Range:||pp. 267-276|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Sixth Framework Programme (European Commission) (FP6)|
|Grant number:||028603 (FP6)|
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