000120920 001__ 120920
000120920 005__ 20230914083508.0
000120920 0247_ $$2doi$$a10.17583/rise.9161
000120920 0248_ $$2sideral$$a131418
000120920 037__ $$aART-2022-131418
000120920 041__ $$aeng
000120920 100__ $$0(orcid)0000-0002-7439-8459$$aComa-Roselló, Teresa$$uUniversidad de Zaragoza
000120920 245__ $$aDeveloping critical global-citizenship through a social innovation project in an elementary school
000120920 260__ $$c2022
000120920 5060_ $$aAccess copy available to the general public$$fUnrestricted
000120920 5203_ $$aSocial Innovation Learning offers a transformative approach to education which requires the development of skills through participative actions aimed at furthering social justice and critical global citizenship. This study highlights the importance of a participative decision-making methodology within the Social Innovation Learning Framework established as part of the European NEMESIS Project. All the pupils and teaching staff at a primary school took part in this project together with families and other stakeholders. Information was collected using field diaries, written accounts, interviews and focus groups. Results show that learning was achieved in all the skills that make up the three dimensions of the model and the various interrelations between them. The methodological criteria facilitated collective decision-making, with pupils making a commitment to improving the world from a local and global perspective.
000120920 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/T60-20R-AFFECTIVE LAB$$9info:eu-repo/grantAgreement/ES/DGA/S49-20R$$9info:eu-repo/grantAgreement/EC/H2020/770348 /EU/Education practices to develop the next generation of change-makers/NEMESIS$$9This project has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No H2020 770348 -NEMESIS
000120920 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000120920 592__ $$a0.457$$b2022
000120920 593__ $$aSocial Sciences (miscellaneous)$$c2022$$dQ2
000120920 593__ $$aEducation$$c2022$$dQ2
000120920 594__ $$a3.3$$b2022
000120920 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000120920 700__ $$0(orcid)0000-0002-4294-2982$$aBlasco-Serrano, Ana Cristina$$uUniversidad de Zaragoza
000120920 700__ $$aEchevarría del Álamo, Ana B.
000120920 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000120920 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000120920 773__ $$g11, 2 (2022), 185-211$$pRISE$$tRISE - International Journal of Sociology of Education$$x2014-3575
000120920 8564_ $$s499805$$uhttps://zaguan.unizar.es/record/120920/files/texto_completo.pdf$$yVersión publicada
000120920 8564_ $$s699515$$uhttps://zaguan.unizar.es/record/120920/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000120920 909CO $$ooai:zaguan.unizar.es:120920$$particulos$$pdriver
000120920 951__ $$a2023-09-13-12:49:17
000120920 980__ $$aARTICLE