Academic resilience, new perspectives of interpreting learning in contexts of social vulnerability

Authors

  • Gabriela Gómez Universidad de O’Higgins
  • Marlene Rivas Universidad de Chile

DOI:

https://doi.org/10.31619/caledu.n47.35

Keywords:

motivation, reading comprehension, resilience, vulnerability

Abstract

Latin American countries share the persistent difference in student academic results according to social class. This essay refers to the relationship between the concept of resilience and learning in contexts of social vulnerability. It is argued that this concept helps to understand and analyze this phenomenon in depth, to contribute to identifying better learning opportunities for all. A key objective for developing education systems is thus, the promotion of academic resilience. Along with a review of the most recent definitions of resilience, an operative definition of the concept is developed to analyze the case of motivation and its relation to reading comprehension. The essay concludes with a discussion on how to foster resilience in schools.

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Published

2018-03-09

Issue

No. 47 (2017): Revista Calidad en la Educación

Section

ESSAYS

License

Copyright (c) 2018 Calidad en la Educación

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