120920 20230914083508.0 doi 10.17583/rise.9161 sideral 131418 ART-2022-131418 eng Coma-Roselló, Teresa Universidad de Zaragoza (orcid)0000-0002-7439-8459 Developing critical global-citizenship through a social innovation project in an elementary school 2022 Access copy available to the general public Unrestricted Social 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. info:eu-repo/grantAgreement/ES/DGA-FEDER/T60-20R-AFFECTIVE LAB info:eu-repo/grantAgreement/ES/DGA/S49-20R info:eu-repo/grantAgreement/EC/H2020/770348 /EU/Education practices to develop the next generation of change-makers/NEMESIS This project has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No H2020 770348 -NEMESIS info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 0.457 2022 Social Sciences (miscellaneous) 2022 Q2 Education 2022 Q2 3.3 2022 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Blasco-Serrano, Ana Cristina Universidad de Zaragoza (orcid)0000-0002-4294-2982 Echevarría del Álamo, Ana B. 4001 625 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Métod.Invest.Diag.Educac. 4001 805 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Teoría e Histª. Educación 11, 2 (2022), 185-211 RISE RISE - International Journal of Sociology of Education 2014-3575 499805 http://zaguan.unizar.es/record/120920/files/texto_completo.pdf Versión publicada 699515 http://zaguan.unizar.es/record/120920/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:120920 articulos driver 2023-09-13-12:49:17 ARTICLE