Keywords
pobreza urbana, desarrollo comunitario, colegio, inmigrantes marroquíes, agricultura urbana, España, urban poverty, community development, school, Moroccan immigrants, urban agriculture, Spain
The Montserrat’s neighbourhood dream: involving Moroccan residents in a school-based community development process in urban Spain
Abstract
Investigaciones anteriores han identificado el potencial de los procesos de desarrollo comunitario para revertir desigualdades. Sin embargo, en muchos casos, surgen restricciones que dificultan el logro de los objetivos de la comunidad. Este artículo se centra en el rol desempeñado por una escuela para superar estas barreras. Específicamente, se aborda el rol desempeñado por la escuela Mare de Déu de Montserrat, que es una comunidad de aprendizaje, en el lanzamiento y desarrollo de un proceso comunitario. Conocido como El Sueño, este proceso fue iniciado por un grupo de residentes marroquíes desempleados en un barrio urbano empobrecido en España. A través de este proceso, los vecinos han creado un jardín comunitario autogestionado, lo que les ha permitido mejorar su capacitación laboral y crear redes sociales. Basado en la metodología comunicativa, este estudio cualitativo concluye que esta escuela ha contribuido a la creación de condiciones específicas que ayudaron a superar algunas barreras que obstaculizaban la aparición de respuestas comunitarias. Además, las contribuciones de la escuela han promovido una organización horizontal y dialógica del proceso, colocando a los vecinos en posiciones centrales en la toma de decisiones y roles de liderazgo. Este estudio de caso proporciona implicaciones teóricas y prácticas relevantes para las contribuciones que ciertas intervenciones promovidas desde la escuela pueden proporcionar para promover iniciativas comunitarias en entornos empobrecidos.
Previous research has identified the potential of community-based development processes to reverse inequalities. However, in many cases, constraints arise that hinder the achievement of community goals. This article focuses on the role contributed by a school to overcome these barriers. Specifically, we address the role played by the Mare de Déu de Montserrat School, which is a Learning Community, in the launch and development of a community-based process. Known as The Dream, this process was initiated by a group of unemployed Moroccan residents in an impoverished urban neighbourhood in Spain. Through this process, the neighbours have created a self-managed community garden, which has enabled them to improve their job training and build social networks. Based on the communicative methodology, our qualitative study finds that this school has contributed to the creation of specific conditions that helped to overcome some barriers that had hindered the emergence of community responses. In addition, the contributions of the school have promoted a horizontal and dialogical organization of the process, placing neighbours in central positions in decision-making and leadership roles. This case study provides relevant theoretical and practical implications for the contributions that certain school-based interventions can provide to promote community initiatives in impoverished environments.
Previous research has identified the potential of community-based development processes to reverse inequalities. However, in many cases, constraints arise that hinder the achievement of community goals. This article focuses on the role contributed by a school to overcome these barriers. Specifically, we address the role played by the Mare de Déu de Montserrat School, which is a Learning Community, in the launch and development of a community-based process. Known as The Dream, this process was initiated by a group of unemployed Moroccan residents in an impoverished urban neighbourhood in Spain. Through this process, the neighbours have created a self-managed community garden, which has enabled them to improve their job training and build social networks. Based on the communicative methodology, our qualitative study finds that this school has contributed to the creation of specific conditions that helped to overcome some barriers that had hindered the emergence of community responses. In addition, the contributions of the school have promoted a horizontal and dialogical organization of the process, placing neighbours in central positions in decision-making and leadership roles. This case study provides relevant theoretical and practical implications for the contributions that certain school-based interventions can provide to promote community initiatives in impoverished environments.
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