A comparative approach of dealing with diversity: the managing of immigration and education in Spain and immigration and health in USA

Alcaraz, Antonia Olmos; Chicón, Raquel Martínez

doi:10.20983/noesis.2019.1.1

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…This is mainly attributed to immigrant pupils, and Muslim students (Cuevas et al, 2004;Dusi, 2016), in particular are attributed cultural difficulties in relating to others, which may possibly compound the low participation of families and limited interest in their children's education. Much of the argumentation is based on hypotheses and beliefs which, in agreement with Baruth and Manning (2000), Chen andPark-Taylor (2006), González-Falcón, (2020), and Olmos and Martínez (2019), are usually based on stereotypes and prejudices towards other cultures. The consequences can be very negative.…”

Section: Discussionmentioning

confidence: 97%

Cultural diversity in secondary school: the response to immigrant students in Spain from a counselling perspective

Falcón

Llamas

Dusi

et al. 2022

British Journal of Guidance & Counselling

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Managing cultural diversity remains a challenge in secondary schools in Spain. In this paper, we approach cultural diversity from the standpoint of school counsellors who are key professionals attending to immigrant pupils. Through the use of qualitative research techniques (semistructured interviews and discussion groups), the strengths, weaknesses, opportunities, and threats are identified by counsellors. The findings show the need to implement pupil-focused responses sensitive to their cultural identity and based on the collaboration of all agents involved. Likewise, the school is defined as a privileged setting in which to celebrate cultural diversity and the pivotal role that counsellors play in this process is highlighted.

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Section: Discussionmentioning

confidence: 97%

Cultural diversity in secondary school: the response to immigrant students in Spain from a counselling perspective

Falcón

Llamas

Dusi

et al. 2022

British Journal of Guidance & Counselling

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“…In relation to the participation of the families of immigrant pupils in their children's education, we can say that it is very scarce, almost nil. Many of the arguments are grounded in hypotheses and beliefs that are usually based on stereotypes and prejudices towards other cultures [59,78,79]. Despite these drawbacks in the participation of the families of immigrant pupils, the school counselor offers them help and advice in everything related to their children's education, both at the outset and throughout the school year.…”

Section: Discussionmentioning

confidence: 99%

Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews

Cruz¹,

Falcón²,

Hurtado³

et al. 2020

Sustainability

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This article aims to show the role of educational counselors both as promoters of cultural management and as mentors for attention to diversity. A qualitative methodology and ethnographic approach have been implemented. In-depth interviews with counsellors from schools in the provinces of Huelva and Cadiz (Spain) have been analyzed in order to pinpoint their perceptions regarding the educational attention that immigrant students receive and the opportunities that are generated from the temporary language adaptation classrooms and school counseling for the promotion of intercultural education. After the qualitative analysis, this classroom stands out as an essential device in the educational response received by these students. The main outcomes also show that the educational counselor is a key figure in the processes of educational attention to immigrant students, although they are faced with some challenges that remain pending in this process. These professionals assume the role of advisers, guides, coordinators, and promoters in the preparation of cultural proposals and actions. Their work is equally relevant in family–school–community mediation and in the positive promotion of intercultural coexistence. The discussion focuses on knowing the importance of intercultural education in schools as a response to the principle of “educating for all,” taking advantage of the educational context as a privileged setting to work on cultural diversity. This task must be carried out by the counselor in collaboration with the principals, families, other teachers, educators, and other agents. The research underlines the difficulties counselors face when implementing inclusive collaborative processes, while identifying them as key agents due to their pivotal role in the positive management of diversity.

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A comparative approach of dealing with diversity: the managing of immigration and education in Spain and immigration and health in USA

Cited by 2 publications

References 13 publications

Cultural diversity in secondary school: the response to immigrant students in Spain from a counselling perspective

Cultural diversity in secondary school: the response to immigrant students in Spain from a counselling perspective

Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews

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