23 SES 07 C, Exploring Integration and Migration
All the countries in the European Union know from experience the political, economic and social implications of the cultural changes that are the result of contemporary migration movements, including the mental mobility made possible by the new technologies. These effects have been felt in the field of education for some time now, with repercussions on both theoretical reflection and on educational practice, on the legal framework of educational systems and on educational policies. There is already abundant literature that points to the need to study this phenomenon from a local and a global perspective, multidisciplinary studies have proliferated, and there have been multiple experiences on different scales aimed at generating and disseminating a set of best practices that will be able to maintain this situation in a sustainable way. In spite of all this, and in spite of the advances being made in our knowledge of the phenomenon, it seems that we are now witnessing a certain stagnation, if not a going backwards, in its extension and treatment. Indeed, at this time we have data and analyses that point to a dual reflection: on the one hand, a kind of amplification, by a duplication and broadening of the phenomenon, seems to exist, and on the other hand, we do not seem to be achieving outcomes with the desired equity and efficiency either in schools or in informal socio-educational scenarios. The objective of this collaboration is also dual: first to try and establish, verify and explain this paradox based on the following hypothesis: the proliferation of the phenomenon must be explained not only in quantitative terms of migratory movements but also as the result of a gradual diversification of the criteria used to define cultural differentiation. Secondly, and as regards the behaviour and the outcomes of the educational system, I will attempt to demonstrate its lack of efficiency on the basis of this other hypothesis: the usual treatment does not manage to teach our culture nor does it help immigrants to develop their own. The work concludes by reconsidering the problem in terms of recognizing the singularity of the subjects, of respect for the plurality of the spaces and times that the subjects inhabit and of fostering the no less plural relationship that co-existence requires. In contrast to the discourses that are based on exhibiting identity traits as an absolute criterion, what is proposed here is the singularity of the individual and his/her relational capability as basic cultural indicators of learning, co-existence, and development.
HUDSON, W. and SLAUGHTER, S. Globalization and Citizenship: The Transnational Challenge. Routledge, 2007. LINGARD, B. and RIZVI, F. Globalizing Education Policy. New York: Routledge, 2009. OECD Science Competencies for Tomorrow's World: Results from PISA 2006. Paris, 2007. RENAUT, A. École et Societé. Revue Philosophique de Louvain, 1-2, 2007, 6-16.
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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