Exploring the possibilities of extending EpD to a global dimension in compulsory secondary education. A diagnostic study in educational centres in Galicia (2014-2015)
IP: Araceli Serantes
Researchers: Renée DePalma Úngaro, Montserrat Muriano Rodríguez, , M. Dolores Cotelo Guerra, José Luis Iglesias Salvado, Patricia Digón Regueiro, Rosa M. Méndez García, M. Cristina Pérez Crego, Ánxela M. Bugallo Rodríguez, Iria Sobrino Freire, M. Cristina Naya Riveiro, Patricia Carballal Miñán, Estefanía Mosquera Castro, M. José Caride Delgado, Ana Lampón Gude,
Collaborating organisation: Solidaridad Internacional Galicia
Funding organisation: Xunta de Galicia
Budget: 49,566.73
Six micro-case studies were conducted in the natural setting, from the perspective of the protagonists, through semi-structured narrative interviews – adapted to the profile of the informants – with the aim of generating new knowledge (Kvale, 2011).
In each centre, at least three key stakeholders were interviewed to gain a balanced perspective:
(i) to the teaching staff involved in an ECG project developed in collaboration with SI-G
(ii) to the people responsible for library development, who generally develop whole-school projects
(iii) to a member of the management team,
always within the school itself to ensure natural settings.
The anonymity of the respondents was guaranteed and the content was analysed using the Atlas.ti 7 software. 1. First, the primary document was analysed using inductive descriptive coding, after which labels were assigned to the themes deductively; the second-level analysis was carried out through “memos” which permitted axial coding between categories and codes, allowing recurring ideas, key ideas and hypotheses to be interrelated.
Five semi-structured narrative interviews were also conducted with specialists selected for their relevance to identifying strategies for including ECG in the curriculum, inter-centre collaboration methodologies and the training needs of teaching staff.
The interviewees were Douglas Bourn and Frances Hunt (DERC-University College London), Vanessa Andreotti (University of British Columbia), Rene A suaša (Oulu University) and Alejandra Boni (Polytechnic University of Valencia).
Subsequently, we conducted a discussion group with Vanessa Andreotti, Rene Depalma and researchers from the UDC, members of SI-G and interested teaching staff, to identify the conditions that hinder the implementation of ECG in centres, the motivations of the teaching staff, the training needs and the implications of introducing “subversive and anti-hegemonic discourses” (Serantes, Zapico and DePalma, 2019:124).
In both cases, emergent categories were used for the analysis in an inductive manner. The current regulatory framework in Galicia, Spain and the United Kingdom was taken as a reference (Digón, 2019).