Oportunidades de inclusión en escuelas con alta diversidad cultural. Un estudio etnográfico

Arrazola, Begoña Vigo; Gracia, Belén Dieste; Blasco-Serrano, Ana Cristina; Lalana, Pilar Lasheras

doi:10.22325/fes/res.2023.167

Cited by 4 publications

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The analysis of the interviews clearly indicates that school engagement initiatives largely depend on the proactive stance of the school team given that a school that promotes initiatives with parents facilitates inclusive collaboration [43]. In essence, schools must take the initiative to foster these collaborative relationships [44,45]. These results align with the findings of Hill and Tyson [46] suggesting that greater parental involvement in school life and the learning process is correlated with better student performance in academic areas [46,47].…”

Section: Discussionsupporting

confidence: 61%

Facilitators of and Barriers to Inclusive Education in the Arab Community of Israel: The Parents’ Perspective

Jorban,

Cachón-Zagalaz,

Mecías-Calvo

et al. 2024

Education Sciences

View full text Add to dashboard Cite

A positive and collaborative partnership between parents and schools is required to improve the education of children with special educational needs. Therefore, the present study aimed to explore the educational context in the Arab community in Israel based on the perceptions and beliefs of parents of children with special educational needs about their children’s education in relation to schools. Twenty parents of children with different special educational needs were interviewed to understand their thoughts and beliefs about special education in the Arab community in Israel. Six core categories emerged from the analysis of the interviews [i.e., (a) parenting, (b) learning at home, (c) communicating, (d) volunteering, (e) inclusion of parents in decision-making related to their children, and (f) teachers’ attitudes towards children from the perspective of parents], which were perceived as axes with high potential to improve special education in this community and guarantee an optimal education for children with special needs. The role of the school as a tool to assist parents is highlighted, with the aim of empowering them and encouraging their active participation in school processes with a clear educational policy that clarifies the demands of the school system for parents and vice versa. Finally, we conclude by highlighting the importance of teachers in a child’s life, emphasizing the potential benefits of cooperation and collaboration between teachers, students, and parents.

show abstract

Section: Discussionsupporting

confidence: 61%

Facilitators of and Barriers to Inclusive Education in the Arab Community of Israel: The Parents’ Perspective

Jorban,

Cachón-Zagalaz,

Mecías-Calvo

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Recognizing oneself and being recognized as part of the Maya peoples, both publicly and privately, without implying discrimination and exclusion, must be the objective of personal, social, and political demands. As other studies have shown [30,[37][38][39][40], the construction of identity in an environment in which one participates that causes discrimination and social exclusion greatly complicates personal and social development.…”

Section: Discussionmentioning

confidence: 99%

To Make Known in Order to Recognize: Schools as Vehicles for Constructing Identity for the Maya Peoples

2023

View full text Add to dashboard Cite

Although the Guatemalan population is made up of 53% Indigenous peoples, there is a certain belief according to which Indigenous peoples are still currently associated with underdevelopment, inferiority, submission, and exploitation, causing the belief that, for many, being Mayan is not synonymous with identity, but with poverty, neglect, and inferiority. Through a biographical–naturalist study, we delve into how Guatemalan teachers experienced not only their Mayan being, but also how the construction of their identity was gestated in schools. After carrying out the data analysis process, we underline and describe how the Mayan culture, worldview, and language still constitutes a difficulty and an obstacle to the construction of the personal identity of Indigenous peoples in Guatemala. We describe the experience lived in monolingual and monoethnic schools in which not only is the Mayan culture not recognized, but the use of the language and its expression are prohibited. We review the repercussions that the actions of the political agendas have on the key of recognition, highlighting how, beyond the legislative indications, it is the involvement and personal actions of teachers that is making it possible to make known and recognize the Mayan culture.

show abstract

“…Para abordar estos desafíos, en muchos centros con un elevado porcentaje de alumnado extranjero y/o étnico, se han llevado a cabo diversas acciones, con éxito desigual. El objetivo es atender a la diversidad cultural, trabajar con el alumnado y su familia (Andrés-Cabello y Giró, 2020; Llevot y Bernad, 2019; Markowitz et al, 2020;McWayne et al, 2019;Vigo-Arrazola et al, 2023) y favorecer la convivencia intercultural (Cerviño y Torrelles, 2023;Llevot y Garreta, 2024). Entre estas acciones, destaca la construcción de nodos que facilitan la comunicación y la relación con agentes internos y externos de las diferentes comunidades, la acogida de equipos sociales dentro de los centros y la implementación de proyectos comunitarios que fomentan el empoderamiento de las familias en situación de vulnerabilidad, así como la apertura del centro a su entorno y el trabajo en red con diversos profesionales y agentes sociocomunitarios (Grant y Ray, 2013;Morey y Vecina, 2021).…”

Section: Las Relaciones Escuela-familia-comunidad: Un Factor Que Cons...unclassified

Barreras y facilitadores de la práctica docente en contextos de elevada vulnerabilidad y diversidad etnocultural. Una aproximación desde la relación familia-escuela

Vecina-Merchante,

Bernad-Cavero,

Oliver-Barceló

et al. 2024

RIO

View full text Add to dashboard Cite

La respuesta a los retos de una educación de calidad, inclusiva con la diversidad etnocultural, planteados desde instancias internacionales y estatales, debe tener una correspondencia en el espacio local. Sin embargo, los contextos de elevada vulnerabilidad social dificultan el desarrollo de una acción eficaz y obligan a generar respuestas innovadoras desde la práctica docente y la política de los centros educativos. Este trabajo de investigación se centra en un estudio de caso de cinco centros educativos de educación infantil y primaria, caracterizados por su elevada diversidad y vulnerabilidad, ubicados en las Islas Baleares (España), la comunidad autónoma del Estado español con mayor porcentaje de alumnado de origen inmigrante. La metodología participativa utilizada ha permitido conocer las dificultades y las oportunidades del contexto en el que se enmarcan los centros, así como las estrategias que se proponen. Los resultados muestran cómo factores asociados a la participación de las familias, las características del alumnado, las políticas impulsadas por la Administración, los recursos externos al centro educativo y el trabajo comunitario pueden convertirse en recursos importantes para mejorar la calidad educativa y los resultados académicos del alumnado, contribuyendo también a educar más allá de los propios centros educativos.

show abstract

Oportunidades de inclusión en escuelas con alta diversidad cultural. Un estudio etnográfico

Cited by 4 publications

References 26 publications

Facilitators of and Barriers to Inclusive Education in the Arab Community of Israel: The Parents’ Perspective

Facilitators of and Barriers to Inclusive Education in the Arab Community of Israel: The Parents’ Perspective

To Make Known in Order to Recognize: Schools as Vehicles for Constructing Identity for the Maya Peoples

Barreras y facilitadores de la práctica docente en contextos de elevada vulnerabilidad y diversidad etnocultural. Una aproximación desde la relación familia-escuela

Contact Info

Product

Resources

About