School-community relationship

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Geoffrey Chaucer

francy condoにより

Disability

C Langmaidにより

Ecological Hierarchy Levels

Ayesha Pettawayにより

The Greeks

Yeraldine Ibarraにより

Preserve their original identities and specificities

Are flexible and accessible

Achieve or Develop

Eucational actions

Spaces for exchange and interaction

Social, family and cultural dimension

Linking strategies

Validity and functionality

Generate awareness about their existence and availability

Transmit their local actions

Be a builder of social citizenship

Know everything about them

Wellbeing and crisis solution

By working together

Located in

• Students, • and parents.

Creating links with the surrounding context

Being discredited and even abandoned

Community members and the notion of belonging

Do not allow the conditions of their context to affect them

Generate exclusion and inaccessibility

losing their original identity

Care about the characteristics and problems of their context

May renew and adapt excessively

Concern, contact, participation, and negotiation with the community

Examples

Closed institutions

Open institutions

• Inhabitants, • and social organizations.

• Educators, • School administrators, • and other managers.

The same geographical area

Integrant, identities, commitments, goals, dynamics and common culture

Set of social relationships

Social organizations of various kinds

Guide education and knowledge construction

An public or private academic institution

Administrative, technical and pedagogical processes

Community

School

School-community relationship