Travelling to learn and learning by travelling. Educational Strategies at advantaged social Argentinian schools
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Abstract
The article explores the repertoires and meanings that educational agents give to journeys in the institutional projects of their schools, considering that these organizations cater students that most certainly could travel on their own. In this sense, the basic proposition guiding this analysis is based on the fact that, due to the processes of universalization and school massification, educational institutions develop strategies of institutional differentiation to “capture” their public, and in those strategies, school trips take a fundamental place. Through a qualitative work nourished by interviews with institutional agents in international schools, that is, schools that adhere to the International Baccalaureate (IB) program or are binational institutions, where their degrees are valid for a second educational system, we study the main advantages and benefits represented by the inclusion of school trips in the curricula of these institutions. The analysis is complemented with institutional documents.
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