Rural School in Spain: Between Compensatory Education and Inclusive Education

Authors

  • Roser Boix-Tomàs University of Barcelona
  • Laura Domingo-Peñafiel University of Vic – Central University of Catalonia, Barcelona

DOI:

https://doi.org/10.25749/sis.7885

Keywords:

Compensatory education, Rural school, Inclusive education, Education policy

Abstract

Education legislation in Spain has been a constant shift between the ruling political parties. Seven school laws have been legislated throughout 35 years of democracy, and that is one of the main issues Spanish education has faced in order to achieve adequate quality levels. And rural schools have not remained unaffected to this continuous swinging; basically, rural schools have been legislated from the perspective of compensatory education, whereas the vision of inclusive education within a framework of a diverse context aimed to effectively reduce barriers to learning and participation has been scarcely approached. In order to achieve that goal, political stability is needed, a major State Pact which is not foreseen at the present time.

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Author Biographies

Roser Boix-Tomàs, University of Barcelona

Dean of the Faculty of Education at the University of Barcelona. Doctor of Science in Education, teacher at the Department of Teaching and Learning and Educational Organization, Passeig de la Vall d’Hebron 171, 08035 Barcelona, Spain. Her research areas are: rural education, multigrade teaching and teacher training. She has several publications about the topic. She was the coordinator of the international project «Effectiveness and quality of competence acquisition characterize the rural school: Can this model be transferred to other types of schools?». The research was founded by the Ministry of Education and performed from 2009 to 2014.

Laura Domingo-Peñafiel, University of Vic – Central University of Catalonia, Barcelona

Doctor of Science in Education, teacher at the Faculty of Education, Translation and Humanities, Department on Pedagogy, of the University of Vic – Central University of Catalonia, Sagrada Família, 7, 08500 Vic, Spain, and member of the Research Group GREUV. His research areas are: rural education, multigrade teaching and Inclusion. Her PhD thesis titled «The pedagogical contributions of the Rural School: Inclusion in multigrade classrooms. A Case Study«. She participated as a researcher at the international project «Effectiveness and quality of competence acquisition characterize the rural school: Can this model be transferred to other types of schools?».

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Published

2015-12-29

Issue

Vol. 3 No. 2 (2015): Territorial Specificities of Teaching and Learning

Section

Articles

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