Reception and schooling of children of immigrant families: Devices, networks and institutions in the local context. Analysis of a case

Author(s):

Nuria SimoAntoni TortJordi Collet

Conference:

ECER 2010

Network:

14. Communities, Families and Schooling in Educational Research

Format:

Paper

Session Information

14 SES 07 A, Multicultural Aspects of School, Family and Community Partnerships: The Dimension of Immigration

Paper Session

Time:

2010-08-26

15:30-17:00

Room:

U40 SALI 12, Metsätalo

Chair:

Marta Soler

Contribution

The paper presented is a contribution from the research project “Assessment about EBE (Espai de Benvinguda Educativa) in Vic (Barcelona) and Reus (Tarragona)” (2008ARAF10042) a two year research project started in 2008. The research tries to contribute in assessing one system of reception of immigrant children and families in Catalonia, as a new measure of reception of migrant people (Nusche, 2009, European Parliament, 2009). During the year 2008-09 the EBE of Vic and Reus, was a pilot scheme promoted by the Education Departament of the Generalitat de Catalunya. It was given as a solution for children and families arriving during the course. Children (from 8-16) and their families attended this educational space before entering school to learn basic Catalan vocabulary and to learn about the different kinds of social and cultural services available around the city.

The research was done by a research team formed by different members of the GREUV from UVIC and EMIGRA from UAB. We explored the changes brought about by increased immigration in a Catalan context and we came up with new questions both in educational practice and research. (Alegre, 2007; Carrasco,2008, Garreta, 2006)

This research has been an opportunity to highlight the possibilities and limits of the EBE scheme and to offer different possibilities to improve their functions in three ways:

- First of all, the meaning of the scheme in the context of public policies

- Secondly, the relationship between different social and educational services of the city

- And thirdly the social and educational work with children, adolescents and their families.

This evaluation tries to develop a complex view of the “EBE“ and to find out the impact of this proposal on the society and specifically on the educational system, frames, public policies, and mass media impact before and after the implantation of the scheme. In the beginning EBE was criticised as a segregated system by migrant people.

Method

In this research evaluation we used qualitative methods. We wanted to find out the different perceptions of EBE from different individuals interviews, through the following steps: Step 1: (October-December 2008) the research was directed at reflecting upon all the participants to organise together the field work in different cities (Vic and Tarragona) with different researchers, we explored different discourses about the reception of migrants, public policies and the actions. We started field work to understand the organisation of each EBE. Step 2: (January- July 2009) Selection of different individuals to interview: political makers, professionals of different educational services in the city, educators from the EBE and children, adolescents and families from the EBE. Step 3: (September 2009-February 2010) Field work in three schools from the cities where different children, adolescents and families passed to after their time with EBE. Step 4 (February-June 2010) Analysis and conclusion of the evaluation

Expected Outcomes

Three main results will be explored in this paper. The first is linked to the functions of the EBE proposed by the Departament of Education. There are too many and too ambiguous, so it’s very difficult to outline the main goals of the EBE. The second aspect is related to the role reflected by the EBE, because the EBE highlights a lot of problems in the educational system related to cultural changes. The third aspect is related to the expectations of the EBE, it reflects fears and hopes about the reception of migrant people raised by the society. In short, in this paper we would like to emphasise that the most important function of EBE is not to improve the success of the students in language but that it is more important their community function, to review their reception process in the city to guarantee successful integration.

References

Alegre, M.; Subirats, J. eds.(2007), Educación e inmigración: nuevos retos para España en una perspectiva comparada. Madrid: CIS. (Colección ACADEMIA). Brind, T., C. Harper, K.Moore (2008), Education for Migrant, Minority and Marginalised Children in Europe, a report commissioned by the Open Society Institute's Education Support Programme. Carrasco, S. (2008) « Segregació escolar i immigració: repensant plantejaments i alternatives ». Revista Nous Horitzons, núm. 182 Demeuse, A., Baye, M.H. Straeten, J. Nicaise, A. Matoul (eds). (2005). Vers une école juste et efficace. 26 contributions sur les systèmes d’enseignement et de formation. Bruxelles: De Boeck Université, collection “Economie, Société, Région” European Parliament (2009), Report on Educating the children of migrants. (2008/2328(INI)). Committee on Culture and Education. Rapporteur: Hannu Takkula García Castaño, F.J.; Fernandez, J.; Gómez, M.; Soto Paez, M. L. (2007I. Inmigración extranjera y educación en España: algunas reflexiones sobre el “alumnado de nueva incorporación” (309-360). Alegret, M. A.; Subirat, J. (eds.), Educación e inmigración: nuevos retos para España en una perspectiva comparada. Madrid: CIS. Garreta Bochaca, J. (2006), “Ethnic Minorities and the Spanish and Catalan Educational Systems: From Exclusion to Intercultural Education”, International Journal of Intercultural Relations, Vol. 30, No. 2, pp. 261-279. Nusche, D. (2009), "What Works in Migrant Education? A Review of Evidence and Policy Options", OECD Education Working Papers, No. 22, OECD publishing, © OECD. doi:10.1787/227131784531 Pugin, V. (2007), "La Politique d’Education Prioritaire: Bilans et Perspectives", Millénaire, Le Centre Ressources Perspectives du Grand Lyon, Lyon. Tort, A.; Simó, N. (2009), “Percepciones, análisis y propuestas acerca de la puesta en práctica de actuaciones para la atención a la diversidad en algunos centros educativos”. EMIGRA-UAB: Working Papers núm. 86. ISSN 2013-3804. Van Zanten A.,Ball S. J. (2000). “Comparer pour comprendre : globalisation, réinterprétations nationales et recontextualisations locales”. Revue de L’institut de sociologie, 1-4, pàgs. 112-131. Vermeulen, H. Oerlmann, J., (eds.), (2000), Immigrants, Schooling and Social Mobility.Does Culture Make a Difference ? London: McMillan Press.

Author Information

Nuria Simo

University of Vic (Barcelona)

Education

Vic

Antoni Tort

University of Vic (Barcelona), Spain

Jordi Collet