1. Education today
, DG MEIMEP - 2n
Families, Schools and Contexts
Due to on-going changes in society, families and schools require a new educational
approach that is more in tune with integrated proposals for child education. In recent years,
many schools have tried to implement a model of open participatory centres that
consider families, the context, and the community. This subject provides theoretical
foundations that underlie this educational perspective, as well as knowledge of projects and
practical experiences that will give an insight into the educational work of schools and
connections with families and contexts. We focus on providing understanding of the
educational process of teaching and learning for the 0-12 years’ age group.
1. Education today
THE WORLD IS CHANGING. IMPLICATIONS FOR EDUCATORS
The world is changing, from modernity to postmodernity. Shifts in social structures, values,
norms, institutions, and practices. We cannot continue to educate following the same
patterns as in the 19th century. But in what direction should we go?
Risk Society (U.Beck)
Growing uncertainty and unexpected risks appear (global warming, economic crises, global
pandemics) which are added to other historical dangers, such as famines and wars. In a
globalized world, borders lose relevance to approach
Liquid modernity
Today’s society is characterized by change, fluidity, temporality and flexibility. Dissolution of
social bonds. Individualistic and narcissistic world. More than relationships we develop
connections. From solid life to liquid life; nothing lasts forever. Social institutions lose
prestige and authority.
From community to individual
People disengage from traditional institutions: social class, community (individualization
process). Individuals are more relevant than groups or institutions., Individual solutions to
systematic problems (labour rights: individual fight instead of collective action).
Personalization of failures at work and school… if you don’t get to university it’s because you
don’t want to. Forgetting structural causes and inequalities that shape personal life and
opportunities.
From the institution to the extituition
· Classic institutions: socialization and organizations of social life (school, factory, prison)
· IN-stitution: idea of wall, boundary…the main element → inside the school, the
factory, the office, the hospital…
· Now they tend to be EX-titutions: on-line education, prison bracelets, remote work… More
individualistic and online.
From the tertiary sector (modernity) to information society
Service sector (tertiary sector), essential role in the economy of modern society: finance,
tourism, entertainment, health, education, and banking. Information society: The
transformation of information (data) into knowledge. Technological innovation transform the
, DG MEIMEP - 2n
Families, Schools and Contexts
idea of work and jobs. AI and automation eliminate jobs and create new ones. More
inequality between skilled and unskilled workers
Gender issues
For centuries, the roles of women and men were very clear and different.In the last 80 years
(approx.) women have entered the world of work. But still the glass ceiling and the gender
gap pay. Men do more homework than before. But less time and attention than women
Time uses and gender
The debate about LGTBIQ+ and Queer perspective
From emigration to immigration
During the Spanish post-war period and also during the economic crisis of 2008, Spain had
more emigration than immigration. Nowadays, there are much more immigrants than
emigrants. One in ten people living in Catalonia has a foreign nationality (approx.). We are a
multicultural society: new models of families, religions, uses of public spaces…
The big question now: how to manage diversity? Which model must we choose related to
diversity – equality? E.g. Multicultural model. More diversity than equity: UK, USA, E.G.
Assimilationist (France). More equity than diversity. Intercultural (Canada). Both equity and
diversity, but limits at school?
, DG MEIMEP - 2n
Families, Schools and Contexts
Due to on-going changes in society, families and schools require a new educational
approach that is more in tune with integrated proposals for child education. In recent years,
many schools have tried to implement a model of open participatory centres that
consider families, the context, and the community. This subject provides theoretical
foundations that underlie this educational perspective, as well as knowledge of projects and
practical experiences that will give an insight into the educational work of schools and
connections with families and contexts. We focus on providing understanding of the
educational process of teaching and learning for the 0-12 years’ age group.
1. Education today
THE WORLD IS CHANGING. IMPLICATIONS FOR EDUCATORS
The world is changing, from modernity to postmodernity. Shifts in social structures, values,
norms, institutions, and practices. We cannot continue to educate following the same
patterns as in the 19th century. But in what direction should we go?
Risk Society (U.Beck)
Growing uncertainty and unexpected risks appear (global warming, economic crises, global
pandemics) which are added to other historical dangers, such as famines and wars. In a
globalized world, borders lose relevance to approach
Liquid modernity
Today’s society is characterized by change, fluidity, temporality and flexibility. Dissolution of
social bonds. Individualistic and narcissistic world. More than relationships we develop
connections. From solid life to liquid life; nothing lasts forever. Social institutions lose
prestige and authority.
From community to individual
People disengage from traditional institutions: social class, community (individualization
process). Individuals are more relevant than groups or institutions., Individual solutions to
systematic problems (labour rights: individual fight instead of collective action).
Personalization of failures at work and school… if you don’t get to university it’s because you
don’t want to. Forgetting structural causes and inequalities that shape personal life and
opportunities.
From the institution to the extituition
· Classic institutions: socialization and organizations of social life (school, factory, prison)
· IN-stitution: idea of wall, boundary…the main element → inside the school, the
factory, the office, the hospital…
· Now they tend to be EX-titutions: on-line education, prison bracelets, remote work… More
individualistic and online.
From the tertiary sector (modernity) to information society
Service sector (tertiary sector), essential role in the economy of modern society: finance,
tourism, entertainment, health, education, and banking. Information society: The
transformation of information (data) into knowledge. Technological innovation transform the
, DG MEIMEP - 2n
Families, Schools and Contexts
idea of work and jobs. AI and automation eliminate jobs and create new ones. More
inequality between skilled and unskilled workers
Gender issues
For centuries, the roles of women and men were very clear and different.In the last 80 years
(approx.) women have entered the world of work. But still the glass ceiling and the gender
gap pay. Men do more homework than before. But less time and attention than women
Time uses and gender
The debate about LGTBIQ+ and Queer perspective
From emigration to immigration
During the Spanish post-war period and also during the economic crisis of 2008, Spain had
more emigration than immigration. Nowadays, there are much more immigrants than
emigrants. One in ten people living in Catalonia has a foreign nationality (approx.). We are a
multicultural society: new models of families, religions, uses of public spaces…
The big question now: how to manage diversity? Which model must we choose related to
diversity – equality? E.g. Multicultural model. More diversity than equity: UK, USA, E.G.
Assimilationist (France). More equity than diversity. Intercultural (Canada). Both equity and
diversity, but limits at school?
