Collective construction of knowledge on inclusive education in processes of socio-educational transformation through Participatory Action Research
DOI:
https://doi.org/10.4151/07189729-Vol.64-Iss.2-Art.1689Keywords:
Participatory action-research inclusive education co-construction of knowledge socio-educational transformation inclusive schoolAbstract
Despite advances in inclusive education, there remains a gap in understanding how knowledge is collectively constructed through collaborative processes involving teachers, researchers, and school communities. This study aims to explore the key factors involved in the development of more inclusive schools that have undergone change and transformation through Participatory Action Research (PAR) methodologies with an inclusive approach. To this end, six research projects conducted by the MEICRI group (Educational Improvement and Critical Citizenship) at Universitat Jaume I (Spain) were analysed. These projects shared a common inclusive perspective, followed the phases of PAR, and were grounded in the analysis of inclusive practices aimed at transforming schools from a socio-community and territorial perspective. The objective of the study is to critically examine the elements involved in the collective construction of knowledge, emphasizing interaction and dialogue among educational community stakeholders and university research teams. Specifically, it addresses three research questions: (1) What participation conditions influence the co-construction of knowledge? (2) What strategies facilitate the co-construction of knowledge? and (3) What communication or dissemination outputs support the co-construction of knowledge? A qualitative methodology was employed, based on documentary analysis of six research projects selected using four inclusion criteria: (a) completed projects, (b) competitively funded, (c) conducted within the last ten years, and (d) involving socio-educational transformation through PAR. Data were analysed through a deductive manual coding process and group discussions, structured around three analytical categories aligned with the research questions: conditions, strategies, and outputs. Findings highlight the relevance of incorporating less traditional, non-academic formats that value and collect narratives from all stakeholders, underscoring the principle that no one should be excluded from the knowledge production and communication processes at any stage of the research. The study underscores the importance of collective knowledge co-construction in PAR as a pathway toward socio-educational transformation and inclusion. Equitable collaboration and distributed leadership emerge as key conditions, though ongoing reflection is needed to balance roles and power among educational actors. The study concludes that the construction of inclusive, plural, and accessible pedagogical narratives remains a critical challenge, requiring the dismantling of professionalizing biases and the promotion of authentic community participation. PAR is reaffirmed as a fundamental approach for rethinking teacher education and professional practice, enabling the development of more democratic, critical, and transformative education. Furthermore, this article invites deeper reflection on how to conduct inclusive and emancipatory research that fosters more horizontal relationships with community actors and supports the creation and co-creation of knowledge through co-research strategies.
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Copyright (c) 2025 Odet Moliner García, Aida Sanahuja Ribés, Inmaculada Orozco Almario, Mercé Barrera Ciurana
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