Ambiguous Legacy: Instituting Student Diversity at a Spanish Secondary School

Abstract

Critical ethnographic inquiry guides this examination of the ways in which a group of experienced teachers at an urban secondary school in Spain have responded to a series of new regulations of their practice in the context of markedly increased student diversity at the school. The analysis centers on the ideological stances represented and produced through the educators’ discourse and actions and on the implications for the education of the school’s Roma/Gypsy students as members of possibly the most disenfranchised ethnic group of Spain. The article concludes with the exploration of some alternative means, especially through action research, for producing professional commitments that are more conducive to socially just and culturally responsive educational processes.

Barriers to reintegration for Los Gitanos (Gypsies) in La Coruña, Spain: politics, the media and the Spanish community

“…It considered the situation from ''both sides'': from the perspective of Gitanos, their experiences and their cultural norms, and from the perspective of the local city residents and their expectations for co-existence. The article shows that Gitanos continue to experience high levels of discrimination and racism (Jover and Reyero, 2000;Poveda and Marcos, 2005;Rodriguez et al, 2009;Teasley, 2005) across different areas of social life -housing, education, employment, and equality (Stewart, 2002).…”

“…In Spain, Gitanos have always suffered varied forms of social persecution and legal discrimination (Poveda and Marcos, 2005;Teasley, 2005). Indeed, their migration to Spanish cities brought more social problems than solutions; manifested in discrimination, and social and political marginalisation (Gay Y Blasco, 2000;MacLaughlin, 1998).…”

Parallel Stories: Teachers' Reflections on Professional Development for Roma Inclusion in the Greek-Cypriot and the Greek Educational System

“…In this direction, teachers need to be trained and sensitized to Roma language and International Journal of Education ISSN 1948-5476 2011 culture. In addition, while inquiring into teachers' reactions in the context of markedly increased student diversity at a Spanish school, Teasley (2005) points to the need for alternative means, such as action research, to produce professional commitments, more conducive to socially and culturally responsive educational processes.…”