The instrumental dimension in learning communities

Abstract

Purpose: Nowadays, Spain is experiencing a high rate of school failure. Consequently, we must ask us about its causes but also the alternatives to overcome this. Sometimes, certain perspectives attributes the educational failure to individual causes of students themselves, especially regarding vulnerable groups such as migrants, Roma and disadvantaged social classes among others. However, instead of talking about “school failure” we should refer to “failing schools” indicating those that aren’t guarantee to all pupils the basic knowledge to participate in the society. The article focus the attention on this correlation between academic success and social inclusion.

Design/methodology/approach: Based on the results of Includ-ed project (Sixth Framework Programme of the European Commission), there are certain educational actions that allow to build an efficiently and equitable school. So, we are referring about a desirable school for families because their children are learning into. The paper wants to identify how these actions reinforce the instrumental dimension of learning and how the instrumental dimension of learning becomes a commitment to social inclusion.

Findings: Learning communities apply these successful actions demonstrating that even in situations where the exclusion factors are concentrated, ghetto schools, schools could manage to become a "magnet" school. These schools offer the same educational and social opportunities for all students regardless their social or cultural origin.

Originality/value: The results shows us that the really innovation is to treat all people in equal opportunities for all the students. This makes a relevant contribution to building a more cohesive society by fighting poverty and exclusion, and ultimately is geared towards achieving the objectives of the 2020 European Commission.