20 SES 05.5 PS, General Poster Session
General Poster Session
In this poster will be presented some of the relevant and successfully strategies applied in the Compulsory Catalan Scholar System related to the learning of the Catalan by the kids coming from immigration. Specifically, are going to be presented some of the strategies applied in schools with high levels of cultural diversity and socio economic handicap in order to achieve these linguistic competences as well the integration and participation of the families in the school as first step towards the civic integration in the Catalan society. The research developed between 2015-2018 included documental, quantitative and qualitative analysis of information obtained might survey study and ethnographic studies of Primary Schools at Catalonia. The results have highlighted role and relevance of the Compulsory Catalan Educational System in the construction and preservation of a Democratic and plural society based in the Social Cohesion and the Equality of Opportunities. In order to achieve this purpose have been recognized tree core elements: a) Integral and Holistic education, b) Families and communities implication and c) Connection with the environment. Of course, risks and weaknesses also have been identified.
The purpose of the research “Escola Diversa” was analyze the institutional policies, organizational responses and educative strategies applied in the Compulsory Catalan Scholar System in order to guarantee the equity of opportunities for all the Catalan kids, no matter their cultural or economic background. This project that, has just finished, began in 2015 and has been developed by researchers from two Catalan groups of research: GRASE -Group of Research Social and Educative Analysis- University of Lleida and GREDI-Group of Research Intercultural Education- University of Barcelona.
Catalonia is a community characterized by its diversity if it is compared with other regions of Spain. Is the second region with the highest rates of immigrant and foreign population of Spain (around 14,2%); the whole rate of Spain is arroung 10%. However, the composition and origin of this population has its own traits: Is possible to find expatriate professional of high level in Barcelona and, in the same city, there is a neighborhood (El Raval-Les Rambles) with more of 50% of population immigrated from Pakistan, India, Philippines and Morocco. The immigrate population in Catalonia do not concentrate only in the big cities or in the province of the capital Barcelona. There is a broad distribution of the immigrate population in rural and urban locations, along the four provinces of Catalonia.
In Catalonia, as in other modern societies, coexists the richness and the poverty. Situations as the rate of unemployment (11.8%) less that the Spain’s rate (14.7%) but greater of other European regions and job insecurity (low salaries and temporal contracts) makes thousands of kids living in risk of poverty and social exclusion. The immigrant population is a vulnerable collective, very sensitive to suffer this situation of exclusion and poverty risk. Some reasons are the difficulties in issues of regularization and recognition of qualification. As well, their social network of supporting is weaker than natives.
The research has been developed from 2015 to 2018. The project included several phases: a) Documentation and antecedents, b) Context analysis. Survey study done over 545 schools representing the regional, social, cultural, economic and organizational diversity of the Catalan Educational System. C) Ethnographic Study, done with 11 schools of different typology d) Diffusion of the results. Each Ethnography has implied the use of diverse strategies of collection of information. For instance: non-participant observations, documental analysis and interviews (Direction of school, teachers both Pre-school as Primary School (represents each cycle ), Educative Support and specialist, represents of Families, etc.). The civic identity and social cohesion are values present in Catalonia from centuries along its social and political structures. This is the reason because in the Educative Policies, the final purpose goes to the cohesion of the Society. This purpose is articulated around the Catalan. The core idea is understand the language as the foundation on which building and developing all the learnings, values and competences to be a plenty citizen. This linguistic competence is a key factor of equity of opportunities for the professional, labor or academic development. The are several reasons that explains the priority in Catalan: Catalan is the native language, the Spanish has a majority presence in media (TV, Cinema, radio, press) and it is the social vehicular language in most popular and multicultural settings. According to Idescat data for 2013, three out of every four Catalans (73.2%) speak Catalan, although only one in three (36.3%) uses it as the usual language. Half of the population (50.7%) has Spanish as a habitual language and 6.8% say that it uses both languages in the same way. Catalonia has tree official languages: Catalan, Aranes and Spanish. One of the most important goals of the Educational Compulsory System is the achieving of full competence in Catalan, Spanish and a third language (English or French) at the end of this period by the kids and adolescents. Therefore, the most important challenge for the Educative System of Catalonia is the achieving of this competence, no matter the cultural origin or socio economic surroundings. The Spanish PISA assessment results along different years are showing that this challenge is being achieved. The results of the evaluation in Math, Science of Reading in Spanish of the Catalan kids are better that the average results of the Spain and OCDE and several monolingual regions of Spain.
Approach of educative intervention 1. The final purpose of the actions, programs and methodologies applied and developed for the welcome and attention of the diversity at the Catalan Schools are the preservation of the Social Cohesion and the guarantee of the Equality of Opportunities in order to achieve a Democratic Citizenship. 2. The pillars of the Compulsory Educative System in order to achieve these purpose are: a) Integral and Holistic education, b) Families and communities implication and c) Connection with the environment 3. The legal framework in the Compulsory Catalan Educative System establish the capacity, authority and autonomy of each school in the formulation of its own educative strategy according the traits and needs of the environment, families and educative team. Of course, there are risks and weak points in the Model. In conclusion, Currently, in Catalonia the Paradigm that affect the appreciation of the society and bases the policies could be identified as a PARADIGM OF DUALITY (Bouchard, 2011), common to the vast majority of western nations. In this paradigm, diversity is conceived and managed as a relationship between minorities from a recent or distant period of immigration, and a cultural majority that could be described as foundational. In such societies, long-established minorities can also hold the status of foundational cultures.. But, if Catalonia desire to be a modern, global, just and truly diverse society needs to evolve to other paradigm. The basis of this new paradigm must to be The PRINCIPLE OF RECOGNITION and PLURALIST MINDSET that implies sensitivity to ethno-cultural diversity and the rejection of all discrimination on difference (Bouchard, 2011). Bleszynska establishes some principles for the development of these approaches. (Bleszynska, 2008, p.543).
Bleszynska, K. ( 2008) Constructing Intercultural Education. Intercultural Education, 19 (6) 537-545 Bouchard, G. (2011). What is Interculturalism. McGill Law Journal, 56(2), 435-468.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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