The social function of the school: inclusion and equity in educational development at Escola Vedruna Àngels

Authors

  • Maria Gajas i Roig Head of studies and secondary school teacher of Escola Vedruna Àngels

DOI:

https://doi.org/10.32093/ambits.vi60504967

Keywords:

educational inclusion, equity, social role of schools, inclusive methodologies, cultural diversity, pedagogical innovation, attention to diversity

Abstract

Vedruna Àngels School, located in the heart of Barcelona's Raval district, serves as a microcosm of cultural diversity, where the realities of multiculturalism and family poverty intersect with students' academic success. This article examines how the institution addresses socioeconomic quality through pedagogical practices that promote inclusion and equity. By analyzing the educational methodologies of each stage (Pre-School, Primary, and Secondary Education), the article highlights strategies to ensure that every student can develop their skills, regardless of their socioeconomic background. The text also explores the pedagogical challenges and solutions to ensure that the democratic and moral significance of educational success becomes a reality for all students at the school.

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Published

2024-11-19

Issue

No. 61 (2024): November 2024

Section

MONOGRAPHIC “Social function of the school. Equity and inclusion”.

License

Copyright (c) 2024 Maria Gajas i Roig

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The authors maintain their copyright and give the right to the first publication of the work to the journal, registered under a Creative Commons Attribution-Non Commercial-NoDerivs license. This license allows others to download the works and to share them with others as long as they credit the author, but it does not allow for any kind of modification or commercial use.