Cultural Empowerment and Language: Teaching Spanish to the Socially Disadvantaged Amazigh Population through the Alehop Programme

Abstract

This article describes an action research programme designed to resolve classroom problems, in preschool and primary education, related to the use of Spanish as a hegemonic language in a bilingual context in which students are from the Amazigh culture. The Alehop programme aims to motivate students to learn and the results demonstrate that this classroom innovation is possible. Moreover, the use of everyday life situations and typical problems helps and favours enquiry-based learning. Intercultural school life without violence is shown to be possible. Strategies include giving voice to the students, addressing relevant social issues, and creating an environment of trust and collaboration. An evaluation of the results validates a methodology that encourages cultural and linguistic diversity, and points to a need to respect the autonomy, freedom and human rights of students in politically and economically disadvantaged conditions. Empowerment is linked to the autonomy of students and teachers.

Children’s narratives on migrant refugees: a practice of global citizenship

“…The research began with the design of an educational project by the teacher, who was advised by the research team of which she was part. The decision that the teacher herself would be in charge of a research project with her pupils ensured a secure, trusting environment conducive to a positive communicative exchange with the children (Molina-Fernández et al, 2017). At the same time, it allowed the teacher to investigate and reflect on her own practice with the mediation of the other researchers (Cerecero Medina, 2018;Perrenoud, 2001).…”

Reality and Future of Interculturality in Today’s Schools

“…The static view of intercultural education as a skill in dealing with other cultures, ethnicities, or languages has been disregarded. It has become increasingly evident that cultural diversity itself, promoted by national education systems, is not appropriate for intercultural learning and dialogue to take place [25,26], always in a living process of formation. In this field, where discourses and training practice, sometimes unrelated, have multiplied worldwide, a rallying point is extracted: intercultural education, supported by inclusion and social justice, should address the entire school community, fostering dialogue and democratic coexistence, going beyond the mere recognition and acceptance of differences [27,28].…”

Educación en la diversidad: Un espacio de relaciones en la comunidad estudiantil universitaria

“…La diversidad no tiene que ver con la exclusión por ser diferentes de las exigencias conductuales establecidas por la sociedad y grupos mayoritarios; por el contrario, es un llamado al cambio de conductas, comportamientos y actitudes de la cultura hegemónica para que sean respetados y aceptados los colectivos marginados; puesto que la diversidad no constituye una desigualdad (López, 2000;Arnaiz, 2003); más bien, invita a crear un ambiente de diálogo, aprobación, tolerancia, comprensión, en la igualdad de trato, vista como un estímulo para aprender (Pérez-Jorge et al, 2016;Molina-Fernández et al, 2017).…”

“…relación a la dimensión "Discriminación en la universidad", los estudiantes expresaron que casi nunca o nunca se observa discriminación social, hacia los grupos minoritarios, las preferencias sexuales, política, religiosa, física, discapacidad o lugar de procedencia. Por tanto, se muestra respeto, aceptación y reconocimiento por las personas con condición humana diversa, en correspondencia con los postulados expuesto Martínez de Meriño, Carmen Ysabel; Alzate Alzate, Natalia Andrea; Gallego Henao, Adriana María y Meriño Córdoba, Víctor Hugo Educación en la diversidad: Un espacio de relaciones en la comunidad estudiantil universitaria Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es por López (2000); Touraine (2002); Cabrerizo y Rubio (2007); Zambrano (2011);Pérez-Jorge et al (2016);y, Molina-Fernández et al (2017).…”