The school in non-inclusive contexts : moral education, building citizenship and community development, an Argentinian example
This article reflects on the school’s role in the building of citizenship, especially in socially vulnerable contexts. We argue, and try to show, that effective participation in decision-making processes is a key tool to promote conditions that help in social transformation and the formation of ac...
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| Formato: | Artículo |
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Taylor & Francis
2025
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| Acceso en línea: | http://repositorio.unne.edu.ar/handle/123456789/58744 |
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I48-R184-123456789-587442025-10-11T21:42:28Z The school in non-inclusive contexts : moral education, building citizenship and community development, an Argentinian example Oraisón, María Mercedes Pérez, Ana María Construcción de ciudadanía Panorama socioeducativo Pobreza Fracaso escolar Argentina Enseñanza secundaria This article reflects on the school’s role in the building of citizenship, especially in socially vulnerable contexts. We argue, and try to show, that effective participation in decision-making processes is a key tool to promote conditions that help in social transformation and the formation of active citizenship. We offer a brief description of the current socio-educational scene, characterised by poverty and school failure, both emerging from the profound social, economic and cultural crises that affected Argentina in 2001. The resulting need for social integration, links between State and civil society, people’s empowerment and political development make it necessary for the school to become an institution of community development, promoting opportunities for political socialisation and moral education. We describe a two-year action-research project in a secondary school in the north east of Argentina that aimed to enhance the bond between the school and the community and to democratise relationships in the school. Based on that experience, we critically analyse the way in which the school offers or denies opportunities for genuine participation and, as a consequence, the way in which the formation of citizenship is managed, and make some recommendations for rethinking the school from a social and political point of view. 2025-10-09T11:50:11Z 2025-10-09T11:50:11Z 2009 Artículo Oraisón, María Mercedes y Pérez, Ana María, 2009. The school in non-inclusive contexts: moral education, building citizenship and community development, an Argentinian example. Journal of Moral Education. Londres: Taylor & Francis, vol. 38, no. 4, p. 513-532. E-ISSN 1465-3877. DOI https://doi.org/10.1080/03057240903321964 0305-7240 http://repositorio.unne.edu.ar/handle/123456789/58744 eng https://doi.org/10.1080/03057240903321964 closedAccess http://creativecommons.org/licenses/by-nc-nd/2.5/ar/ application/pdf p. 513-532 application/pdf Taylor & Francis Journal of Moral Education, 2009, vol. 38, no. 4, p. 513-532. |
| institution |
Universidad Nacional del Nordeste |
| institution_str |
I-48 |
| repository_str |
R-184 |
| collection |
RIUNNE - Repositorio Institucional de la Universidad Nacional del Nordeste (UNNE) |
| language |
Inglés |
| topic |
Construcción de ciudadanía Panorama socioeducativo Pobreza Fracaso escolar Argentina Enseñanza secundaria |
| spellingShingle |
Construcción de ciudadanía Panorama socioeducativo Pobreza Fracaso escolar Argentina Enseñanza secundaria Oraisón, María Mercedes Pérez, Ana María The school in non-inclusive contexts : moral education, building citizenship and community development, an Argentinian example |
| topic_facet |
Construcción de ciudadanía Panorama socioeducativo Pobreza Fracaso escolar Argentina Enseñanza secundaria |
| description |
This article reflects on the school’s role in the building of citizenship, especially in socially vulnerable
contexts. We argue, and try to show, that effective participation in decision-making processes
is a key tool to promote conditions that help in social transformation and the formation of active
citizenship. We offer a brief description of the current socio-educational scene, characterised by
poverty and school failure, both emerging from the profound social, economic and cultural crises
that affected Argentina in 2001. The resulting need for social integration, links between State and
civil society, people’s empowerment and political development make it necessary for the school to
become an institution of community development, promoting opportunities for political socialisation
and moral education. We describe a two-year action-research project in a secondary school in
the north east of Argentina that aimed to enhance the bond between the school and the community
and to democratise relationships in the school. Based on that experience, we critically analyse the
way in which the school offers or denies opportunities for genuine participation and, as a
consequence, the way in which the formation of citizenship is managed, and make some recommendations
for rethinking the school from a social and political point of view. |
| format |
Artículo |
| author |
Oraisón, María Mercedes Pérez, Ana María |
| author_facet |
Oraisón, María Mercedes Pérez, Ana María |
| author_sort |
Oraisón, María Mercedes |
| title |
The school in non-inclusive contexts : moral education, building citizenship and community development, an Argentinian example |
| title_short |
The school in non-inclusive contexts : moral education, building citizenship and community development, an Argentinian example |
| title_full |
The school in non-inclusive contexts : moral education, building citizenship and community development, an Argentinian example |
| title_fullStr |
The school in non-inclusive contexts : moral education, building citizenship and community development, an Argentinian example |
| title_full_unstemmed |
The school in non-inclusive contexts : moral education, building citizenship and community development, an Argentinian example |
| title_sort |
school in non-inclusive contexts : moral education, building citizenship and community development, an argentinian example |
| publisher |
Taylor & Francis |
| publishDate |
2025 |
| url |
http://repositorio.unne.edu.ar/handle/123456789/58744 |
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