Diversity in School Trajectories of Immigrant Students

Izquierdo, Rosa María Rodríguez

doi:10.22201/fcpys.2448492xe.2022.246.77587

Cited by 1 publication

(2 citation statements)

References 17 publications

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“…In this way, the protection system guarantees the rights of minors, assessing their educational needs in an individualized and progressive manner [7]. Along the same lines, Rodríguez Izquierdo (2022) [47] points out the need for "appropriate support, given their personal circumstances and personal development, and in accordance with their age, particularly in the case of adolescent students" (p. 339).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, Zeichner (2010) [46] points out that it is essential that teachers be trained to promote the inclusion of these students, fight discrimination and intolerance, and help to implement inclusive methodologies that promote quality learning for all students. Therefore, teacher training is essential to run inclusive intercultural education programs that overcome the negative consequences of the low expectations held of these students [47].…”

Section: Introductionmentioning

confidence: 99%

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“My Father Put Me in a Patera So I Could Study”: Key Aspects of Socio-Educational Support for Minors Who Migrate Alone

Olivares-García,

García-Segura,

García-Cabrera

et al. 2023

Societies

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The migration process for minors who migrate alone represents a complex reality, one entailing exciting life projects but which often clashes with a host society that at times responds in a way shaped by stereotypes and prejudices. In this regard, the role of public and private institutions responsible for the care and custody of these minors is of the utmost importance. This is the point of departure of this study: to explore the multicultural and inclusive practices that are implemented in the process of socio-educational support for minors who migrate alone. Taking as a reference the closest context, as a case study, and employing a qualitative methodological approach, 16 semi-structured interviews were conducted with professionals from Centers for the Protection of Minors, Institutes of Compulsory Secondary Education (secondary schools), and third-sector entities involved in socio-educational intervention with minors who migrate alone in the province of Cordoba (Spain). The results show, firstly, the complexity of the process behind the socio-educational inclusion of these minors, mainly due to their backgrounds; and, furthermore, the role of the different expectations of the professionals involved with regards to this group’s educational and labor-oriented development, along with the importance of the diversity of socio-educational intervention strategies used, focused on individualized attention and with a comprehensive approach. In conclusion, the findings of this study highlight the importance of tackling the task of socio-educational care in a coordinated manner, without forgetting the cultural backgrounds and previous experiences that these minors have when they join these protection and educational systems. It is, therefore, necessary to continue to implement these inclusive practices that promote the comprehensive development of minors and facilitate their transition to adult life, as should be done with any other minor facing situations of social vulnerability.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%