Míriam Abiétar, Elena Giménez and Jorge Belmonte, researchers of the Department of Teaching and Scholastic Organisation of the University of Valencia, have coordinated the book Educación, cultura y sociedad. Espacios críticos (‘Education, culture and society. Critical spaces’), a work that deals with audiovisual co-education, vocational training in the face of school dropouts and critically analyses successive educational laws, among other topics.
The publication draws from the interest to make classrooms a space for reflection and debate, and is divided into a part dedicated to cross-sectional and social spaces, and another one that focuses on school and regulated ones.
The main contribution of this publication, which arises as an initiative from the Department of Didactics and School Organisation to promote a space in which to expose the different thematic, theoretical and research perspectives of its teaching staff, is precisely its collective and plural nature, which includes approximations very different to the educational field.
The work analyses the role of pedagogy in the face of diversity, and the functioning of audiovisual co-education as a strategy to address media culture. Also, from a more technological approach, it offers a reflection on the open scenarios of education and what technologies are being used to achieve educational inclusion.
Educación, cultura y sociedad. Espacios críticos (‘Education, culture and society. Critical spaces’), formed by thirteen chapters, also poses professional training as a basis for educational policy against dropping out of school and critically analyses the successive educational laws, in addition to proposing a new pact.
In the elaboration of the book, published by the Tirant lo Blanch publishing house, in addition to Abiétar, Giménez and Belmonte, teaching and research staff from the Department of Didactics and School Organisation of the Faculty of Philosophy and Education Sciences, as well as co-authors from other Spanish universities.
The essays, reports and proposals of the work form a collective work in which, according to researcher Dino Salinas, “the formalisation of an orderly and updated thought on a plot of educational reality from thirteen different conceptual points of view related to each other, from the attempt to focus a look that is accurate enough to turn each text into a critical space for reflection”.
