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Educating Practices at Primary School Level and New Forms of Positive Welfare for Families

Published online by Cambridge University Press:  06 June 2013

Suzanne Gatt  and
Laura Sue Armeni
Suzanne Gatt
Affiliation:
Faculty of Education, University of Malta E-mail: [email protected]
Laura Sue Armeni
Affiliation:
Malta Council for Science and Technology E-mail: [email protected]
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Abstract

The global financial crisis across Europe has created great societal demands. Social inclusion has become one of the main challenges of the millennium with those hit hardest being the most vulnerable people. It is at such times that it becomes crucial to provide positive welfare. This article presents research results from a transnational study, INCLUD-ED, an FP6 project of the European Commission, which focuses on educational practices promoting social cohesion as a form of positive welfare. The research focuses on six successful schools in five countries that have demonstrated that they can transform children's academic performance as well as have an impact on the community itself. A number of positive transformative approaches beyond better academic performance included a spill over of benefits to the schools’ neighbouring communities and an increase in social cohesion and community in health, housing, employment and social and political participation was also identified.

Keywords

Educationcommunity involvementsocial innovationpositive welfaresocial inclusion
Type
Themed Section on ‘New’ Welfare in Practice: Trends, Challenges and Dilemmas
Information
Social Policy and Society , Volume 12 , Issue 4 , October 2013 , pp. 565 - 581
Copyright
Copyright © Cambridge University Press 2013 

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