Globalisation and Glocalisation in Northern Spain: Urban Education, Ethnicity and Multicultural Issues

Zufiaurre, Benjamin; Peñalva, Alicia

doi:10.1007/978-1-4020-5199-9_22

Cited by 4 publications

(2 citation statements)

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“…This had significant repercussions in schools, where there was a massive influx of non-Spanish nationals, but without the necessary planning or educational resources (Miralles, Prats and Tatjer 2012;Prats, Barca and López-Facal 2014). Studies on the Spanish case have highlighted the fact that negative perceptions of ethnic-minority pupils increased from 10 per cent in 2000 to 31 per cent in 2005 (Oller, Vila and Zufiaurre 2012;Zufiaurre and Peñalva 2007) In the autonomous regions (comunidades autónomas) with the highest percentages of immigrant pupils, such as Cataluña, Murcia or Madrid, it was decided to set up "Sheltered Catalan or Spanish Immersion Classrooms" (aulas de acogida). These constituted a temporary measure whereby all those pupils who did not speak the official language or languages of the region in question were grouped together for a period of one to two years maximum so as to provide them with "total immersion" language tuition and keep all the new arrivals together (Alegre and Subirats 2007;Besalú 2002;Deusdad 2009).…”

Section: School Xenophobia and Stereotypes In Spanish Secondary Levelmentioning

confidence: 99%

School xenophobia and interethnic relationships among secondary level pupils in Spain

Deusdad

Prats

Cabré³

2017

Educ. as change

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Migratory processes in southern Europe over the last two decades have brought about substantial changes to the ethnic makeup of secondary schools. Classrooms have increased in their complexity in terms of teaching, as there are pupils with different cultural and economic backgrounds and educational needs, but also in the relationships among the peer groups of pupils. what kinds of attitudes and relations can be found among the members of this culturally diverse pupil body? what kinds of views are held by the pupils about each other? The aim of this paper is to shed light on stereotypes and xenophobic attitudes towards immigrant pupils in secondary schools in Spain, principally among peer groups, and on how teachers address this multicultural classroom dynamic and complexity and any possible prejudices towards stereotypes and racist attitudes that surface inside the classroom. relationships tend to be formed among peer groups of the same ethnicity and there is a marked rejection of pupils from Moroccan origin. Teachers are neither aware of pupils' stereotypes nor of their own. As a consequence, they are not giving sufficient pedagogical responses to resolve arguments or disrespectful situations against immigrant pupils. This in turn is contributing, on the one hand, to racist and xenophobic societies. On the other hand, teachers' low expectations of these immigrant pupils has had an effect on their academic achievements and on dropout rates. The present study is based on 2196 questionnaires administered to pupils at 43 Spanish secondary schools. In-depth interviews with 54 secondary school teachers were also carried out, so as to understand teachers' 96 Prats, Deusdad and Cabre School Xenophobia and Interethnic Relationships discourses and pedagogical resources.

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Section: School Xenophobia and Stereotypes In Spanish Secondary Levelmentioning

confidence: 99%

School xenophobia and interethnic relationships among secondary level pupils in Spain

Deusdad

Prats

Cabré³

2017

Educ. as change

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“…Even so, many problems remain, e.g. low birth rates among Spanish mothers; increased rates of immigration now approaching 14% of the population (Zufiaurre (2006), Zufiaurre & Peñalva (2007), global economic recession; difficulties with housing etc. However, the process for women's empowerment is clearly on the political agenda, at least for the time being.…”

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confidence: 99%

Gender equality and education in Spain: ideology and governance

Zufiaurre¹,

Goñi²,

Weiner³

2010

Education Inquiry

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E d u c at i o n i nq u i ry Education Inquiry is an international on-line, peer-reviewed journal with free access in the field of Educational Sciences and Teacher Education. It publishes original empirical and theoretical studies from a wide variety of academic disciplines. As the name of the journal suggests, one of its aims is to challenge established conventions and taken-for-granted perceptions within these fields. Education Inquiry is looking for lucid and significant contributions to the understanding of contextual, social, organizational and individual factors affecting teaching and learning, the links between these aspects, the nature and processes of education and training as well as research in and on Teacher Education and Teacher Education policy. This includes research ranging from preschool education to higher education, and research on formal and informal settings. Education Inquiry welcomes crossdisciplinary contributions and innovative perspectives. Of particularly interest are studies that take as their starting point, education practice and subject teaching or didactics. Education Inquiry welcomes research from a variety of methodological and theoretical approaches, and invites studies that make the nature and use of educational research the subject of inquiry. Comparative and country-specific studies are also welcome. Education Inquiry readers include educators, researchers, teachers and policy makers in various cultural contexts. Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. Open section: Articles sent in by authors as part of regular journal submissions and published after a blind review process. Thematic section: Articles reflecting the theme of a conference or workshop and published after a blind review process. Invited section: Articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and published after a review process. Education Inquiry is a continuation of the Journal of Research in Teacher Education, which is available in printed copies as well as electronic versions and free access at

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Urban Education in Europe: Section Editors'Introduction

Öhrn

Weiner

International Handbook of Urban Education

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Globalisation and Glocalisation in Northern Spain: Urban Education, Ethnicity and Multicultural Issues

Cited by 4 publications

References 4 publications

School xenophobia and interethnic relationships among secondary level pupils in Spain

School xenophobia and interethnic relationships among secondary level pupils in Spain

Gender equality and education in Spain: ideology and governance

Urban Education in Europe: Section Editors'Introduction

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