In this paper, we examine how schools in Catalonia (Spain) are responding to the needs of migrant students by challenging the limitations of the curriculum. The paper presents some of the findings of an ongoing project titled Migrant Children and Communities in a Transforming Europe (MiCREATE). It is based on 31 semi‐structured interviews and 6 focus groups conducted with 78 participants (teachers, school representatives, and community members such as child psychologists, social workers, and other collaborators) from six state primary and secondary schools in Catalonia (Spain). Analysis of the interviews showed that Spain still has a monolithic conception of the curriculum, with Eurocentrism and ethnocentrism at its core. Nonetheless, school staff are producing pedagogical practices that challenge this position in order to respond to the needs of migrant students. We argue that it is necessary to consider other frames of reference such as critical interculturality, decolonial perspectives, and critical cosmopolitanisms in order to create collective and multiple experiences of belonging that go beyond the dominant cultural identity.
The phenomenon of migration has become more acute in Europe in recent years. This unprecedented situation has led to multiple challenges in the host countries in terms of managing the social integration process of migrants. The situation has particularly affected minors, with the consequent impact on local education systems. Within this context, the MICREATE project -Migrant Children and Communities in a Transforming Europe (HORIZON 2020-822664) -emerged, whose main objective is to identify and meet the specific needs of children and young migrants related to integration into the host societies via school. The research is being conducted using a mixed methodology with a child-centred approach in order to avoid the assumptions with which adults tend to think about integration. In this way, we seek to create a space that enables them to express their interests and experiences. This project, which will last three years, is expected to enable us to rethink integration policies and strategies by generating new knowledge and promoting new solutions for education institutions and policies.
RESUMENEl fenómeno migratorio se ha agudizado en Europa en los últimos años. Esta situación sin precedentes ha generado múltiples desafíos en los países receptores en pos de gestionar el proceso de integración social de los migrantes. La situación ha afectado con particular intensidad a los menores de edad, con el consecuente impacto en los sistemas educativos locales. En este contexto emerge el proyecto MICREATE -Migrant Children and Communities in a Transforming Europe (HORIZON 2020-822664) -cuyo objetivo principal es identificar y responder a las necesidades específicas que tienen los niños, niñas y jóvenes migrantes para integrarse a las sociedades receptoras a través de la escuela. La investigación se llevará a cabo a partir de una metodología mixta con un enfoque centrado en la infancia a fin de eludir las presuposiciones con que los adultos tienden a pensar la integración. De esta manera se pretende ARTICLE HISTORY
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