Communicative Methodology of Research Contributing to Educational Change

• In Event: Successful Educational Research That Overcomes Inequalities

Abstract

1) Objectives and purposes
The aim of this paper is to discuss the role of the Communicative Methodology (CM) in promoting real educational change when used. The CM fulfills a threefold objective: including the voices of the individuals and communities being researched within the research process, gaining more complete and accurate knowledge on the object of study, and identifying those educational actions that overcome educational and social inequalities. Drawing on these principles, the CM successfully contributes to overcome inequalities when used.

2) Theoretical framework
Drawing on a large previous research work, the CM was created not only to analyze educational and social inequalities but also to find out how to overcome them (Gómez, Puigvert & Flecha, 2010; Gómez, Racionero & Sordé, 2010). In this regard, the CM combines different techniques for data collection and analysis with a transformative purpose (Flecha, 2014). Drawing on intersubjectivity and egalitarian dialogue (in Flecha’s terms) as epistemological strands, the CM overcomes the traditional dualism objectivism / subjectivism and assumes that objective knowledge is reached though the intersubjective dialogue between researchers and the end-users of research in egalitarian basis.

3) Methods
This paper is a review of previous studies using CM as methodological approach. In this paper we conducted a meta-analysis to analyze prior CM research work over the last 25 years.

4) Data sources and evidences
We draw on a total amount of 65 articles published along the last 25 years, based on the use of CM. Accurate search has been done using main scientific databases including Web of Science (WoS), Scopus, and Scielo.

5) Results
The CM has been the means through which research results of the investigations conducted in CREA through 25 years have been achieved. Its use allowed to identify Successful Educational Actions through the INCLUD-ED project (Flecha, 2006-2011) and understanding how they were contributing to school success and improved coexistence in different schools and communities located in diverse contexts and with different characteristics. This methodology also allowed to understand the educational barriers that Roma community and other vulnerable groups face and how these can be overcome from the school practice. Finally, it allowed unveiling the reality of gender violence in Spanish universities and start implementing measures to overcome it.

6) Significance of the study work
The aforementioned achievements have been possible thanks to the opportunity the CM gave to gather the voices of people that are often excluded as non-experts from the analyses of their own reality. This methodology has demonstrated to respond to the need of unveiling what works in education to be transferred to more schools and communities, and thus contribute to educational change.

Authors

• Javier Diez-Palomar, Universitat de Barcelona

• Silvia Molina Roldán, Universitat Rovira i Virgili

• Joan Cabre Olive, Rovira i Virgili University.CIF: Q-9350003-A