La Integración de los Estudiantes Inmigrantes en un Programa de Deporte Escolar con Fines de Transformación Social

Carter-Thuillier, Bastián; López-Pastor, Víctor Manuel; Gallardo-Fuentes, Francisco

doi:10.17583/qre.2017.2192

Cited by 8 publications

(10 citation statements)

References 29 publications

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“…Según Hatzigeorgiadis et al ( 2013) y Li, Sotiriadou y Auld (2015), se precisa de un ambiente basado en el respeto mutuo entre los participantes, para lo cual la figura del educador/monitor/profesor es clave. Por consiguiente, parece ser necesario que el profesorado que pretenda trabajar en dichos contextos sea competente en términos interculturales, tenga experiencia en contextos de diversidad cultural durante su formación y la capacidad de otorgar a la práctica deportiva un tratamiento pedagógico, con un claro sentido formativo (Carter-Thuillier et al, 2017).…”

Section: Educación Física Y Deporte Interculturalunclassified

“…El programa desarrollado por Grimminger y Möhwald (2017), con 69 estudiantes de 11.6 años, siguiendo una metodología de Educación del Movimiento Intercultural, mostró resultados ambivalentes: las actitudes asimilativas mejoraron significativamente y las actitudes de integración decrecieron. En función de lo expresado, parece necesario tratar con mayor profundidad las posibilidades que ofrece la EF en el desarrollo de competencias interculturales y de inclusión del inmigrante (Carter-Thuillier et al, 2017), así como el diseño, implementación y análisis de programas centrados en ese fin.…”

Section: Educación Física Y Deporte Interculturalunclassified

“…En este sentido, la escuela se ha posicionado como un escenario trascendental para fomentar la coexistencia pacífica y el entendimiento entre los culturalmente distintos a partir de una óptica educativa (Civitillo et al, 2017;Civitillo, Juang, & Schachner, 2018;Gay, 2013). Lo antes descrito ha suscitado el interés de la comunidad científica por analizar los escenarios educativos marcados por la inmigración, así como la identificación de modelos que permitan abordar la diversidad cultural presente en la escuela (Carter-Thuillier, López-Pastor, & Gallardo, 2017;López, Villamón, & Añó, 2018;Zwahlen, Nagel, & Schlesinger, 2018) y el desarrollo de competencias interculturales que favorezcan la vida social (Barrett, Byram, Lázár, Mompoint-Gaillard, & Philippou, 2013). Buena parte de estos trabajos han definido a la competencia intercultural como un recurso clave para el ejercicio de la ciudadanía en una sociedad plural (Aneas, 2005, p. 7).…”

Section: Introductionunclassified

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Repercussions of the “Sport to break barriers” program in attitudes toward immigration in Andalusian high school students

Prieto

Carter-Thuiller

López-Pastor

2020

CCD

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The main objective of this study was to assess the effectiveness of an intervention program for the primary prevention of negative attitudes towards immigration and the promotion of favorable attitudes towards outsiders. At the end, it analyzed the repercussions of the intervention. In the study, participated 98 students (43 boys and 55 girls) with an average age of 13.15 years (± 1.12). A pre-experimental design of a single group was used with pre-test and post-test measurements. The five-week intervention started with a phase of awareness about the migratory phenomenon and, on a second phase, it was proposed to develop an initiative of social impact, which culminated in the preparation and implementation of the event “Project for Peace”, a meeting space between different educational centers, clubs and one NGO. In the preparations, cooperative learning projects were developed through original didactic resources. Initial results showed a prevalence of favorable attitudes about adverse beliefs. Among the favorable arguments shined the cultural discourse and the main prejudice was the economic consequences. After the intervention proposed by this study, was clearly noted an improvement of the positive attitudes. The main changes refer to the economic-labor dimension. No differences were found in the negative scale, confirming the tendency to stability of prejudices. It is of interest to enrich the curriculum with transformative experiences towards an educational change that transcends the academic level and brings benefits in the social field.

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Section: Educación Física Y Deporte Interculturalunclassified

Section: Introductionunclassified

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Repercussions of the “Sport to break barriers” program in attitudes toward immigration in Andalusian high school students

Prieto

Carter-Thuiller

López-Pastor

2020

CCD

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“…In addition to the PE class, school sports can play an important positive role in the realities that harbor school sports, collaborating in the development of socio-educational values associated with diversity and providing space for the execution of activities of diverse cultural origin that promote the rapprochement among the culturally different [82][83][84]. However, in order for school sport to actually carry out an educational work and consequently cooperate in the development of values, this concept must be understood as any type of physical activity developed during the school period, in a complementary way to the class of PE, and, therefore, for educational purposes the concepts of "school sport" and "school-age sport" should not be confused with each other, since the latter is related in most cases to an activity that does not necessarily pursue educational purposes, but usually has a competitive logic and is usually carried out outside school centers [85].…”

Section: Can Sport Help In the Social Inclusion Of The Immigrant Popumentioning

confidence: 99%

Immigration and Social Inclusion: Possibilities from School and Sports

Carter-Thuillier¹,

López-Pastor²,

Gallardo-Fuentes³

et al. 2018

Immigration and Development

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Immigration is a manifestation of cultural pluralism that crosses a transversal form, an important part of the western societies, generating consequences in political, social and cultural terms. Likewise, the evidence shows that the educational system attached to sport can be a positive context to promote inclusive processes associated to the immigrant population, due to its high social transcendence and its universal character. On the other hand, sports may act as a tool for social and cultural conflict if they focus on the imposition of a dominant culture or exacerbates the competitive sense. The present chapter has by objective to analyze the possibilities of sports as a tool for the social inclusion of the immigrant population, giving special emphasis to the educational options that were offered by the sport practice in the school context. To do this, it presents an important number of theoretical and empirical backgrounds associated with this topic, which will allow the reader to understand the existing relationship between sport, education and immigration, exposing their possible risks and virtues.

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“…More recently, physical activity and sport (PAS) as part of leisure time (LTPAS) has been considered by a significant number of researchers to be a fundamental element in the social integration of immigrants, inter-group communication [ 10 , 11 , 12 ], and in challenging disparities and xenophobia [ 11 , 12 , 13 ]. Moreover, in recent years, PAS has become part of the political measures adopted to improve the social integration of immigrants [ 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

Leisure Behavior of Young Immigrants in Andalusia (Spain): The Process of Acculturation through Physical Activities and Sport

Checa

Arjona

Monserrat

et al. 2022

IJERPH

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The purpose of this paper is to understand the role that physical activity and sport plays during leisure time (LTPAS) in the social integration of young immigrants (Africans, Latin-Americans, and Eastern Europeans) in Andalusia, Spain. Method: With this aim, Physical Activity and Sport Acculturation Index (PASAI) data were collected through a survey of the immigrant population aged 15–20. The final sample consists of 440 surveys. The average age was 17.6 (SD = 2.9). 48.4% of them were men, 72% were single, and 72.8% had secondary-level studies. In terms of generation, the second-generation population represented 25.8% of the total, the 1.5 generation 43.5%, and the first generation 30.7%. The questionnaire was voluntarily answered by immigrant students in classrooms and was completed in the second stage via random surveys of residential areas to cover the quota of age and origin. A regression analysis was applied in two phases, generating two models. The first included independent socio-demographic variables; the second included structural variables. Results: First, the results show that immigrants have a low participation rate in physical activity and sport during their leisure time. Second, generation and origin are the main variables that predict variation in physical and sport participation.

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La Integración de los Estudiantes Inmigrantes en un Programa de Deporte Escolar con Fines de Transformación Social

Cited by 8 publications

References 29 publications

Repercussions of the “Sport to break barriers” program in attitudes toward immigration in Andalusian high school students

Repercussions of the “Sport to break barriers” program in attitudes toward immigration in Andalusian high school students

Immigration and Social Inclusion: Possibilities from School and Sports

Leisure Behavior of Young Immigrants in Andalusia (Spain): The Process of Acculturation through Physical Activities and Sport

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