The collaborative diary as a pedagogical supervision strategy for intercultural education in schools

Abstract

With cultural diversity increasingly present in schools, there is a growing need to explore approaches that enhance the role of pedagogical supervision in transforming schools into spaces of inclusion, democracy, intercultural dialogue, from a perspective of equity and mutual respect. In this article, we explore the collaborative diary as a collaborative pedagogical supervision strategy that addresses cultural diversity in schools. In order to answer the question “what is the role of the collaborative diary in responding to cultural diversity in schools?”, an action research study was developed in which a collaborative diary was created between two educational supervisors, a teacher, and the first author. The study consisted of developing intervention projects focused on the integration of an international migrant student into the school context. The results obtained highlight the potential of the collaborative diary in developing supervisory practices that respond to the cultural differences in the schools. By recording the teaching work carried out and subjecting it to the analysis and appreciation of other individuals, the collaborative diary functions as a collaborative supervision strategy by creating a space for plural listening and support for shared and co-constructed reflection. In this process, it promotes professional development and the transformation of knowledge and practices at the service of a school that values cultural diversity in presence and allows the construction of intercultural education practices.