Strategies to link schools to their territories. A Survey Study

Abstract

The inclusive intercultural school is based on a participatory and democratic education model. It promotes critical citizenship and links schools to their territory so they become agents of social transformation. The aim of this study is to learn about the links between territory and schools in different contexts in Spain.

To this end a survey was performed in preschool, primary, secondary and special education schools in the regions of Valencia and Murcia and the Basque Country. A total of 242 schools responded to a 32-item questionnaire, which gathers information from the school principals on the relationship between their schools and the territory.

The analysis shows schools are responsive to the notion of opening up to the surrounding community through curricular and cultural activities related to neighborhood or town organizations. However, there is a lower incidence of volunteer work and building networks with other institutions.

The results reveal a socio-communitarian and participatory vision of education in schools. This approach can encourage a sense of belonging and shared leadership. However, the approach lacks strategies to establish more sustainable and systematic links with the territory for promoting real social change.