Session Information
04 SES 07 B, Effective Provision: Achievement
Paper Session
Contribution
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In this paper I will try to display some of the pedagogical concerns and educational issues as a result of my current research on my Phd.
Currently, my Phd is linked to several projects of the Research Group HUM-413 (University of Almería) which since 1995 has been researching issues related to personalized attention in relation to the social, cultural and personal diversity of children and young people in compulsory education.
From this approach is where I'm trying to place my Phd. Thus, I focus the research on the analysis of the school and life transitions of adolescent girls who have migrated with their families to our country (Spain). More specifically, to our schools in Andalusia (Almeria, Andalusia), and with special emphasis on the female gender.
The general proposal is centered on one hand, in the order to understand and deepen into how do these young girls live the changes resulting from the migration process (new culture, new language, new school, new friends, new challenges, etc.). And on the other hand to know their special experience of schooling, how is their passing through school (transition from school of origin to the host school, transition from primary to secondary school and / or superior studies).
Also, this purpose leads to a reflection on a fundamentally pedagogical issue. This is the way the school develops the reception of this immigrant girls (Inclusive Education). In other words, I pose the question of whether our schools (as they are organized currently) can properly receive the diversity of students that they receive.
Some of the relevant pedagogical issues which lead me to investigate the research objectives are based on three key elements which allow me to analyze more deeply school and life transitions:
1- The experience of girls, as women. The main reasonfor studying exclusively the girls personal and school experiences are given by the need of showing their singularly life experiences as women. I believe that life experiences that the students-girls have (both inside and outside school) have a different nature to those lived and experienced by boys.
2- Adolescence, understood as a stage of special features both from the standpoint of socio-biographic and construction of identities and from the educational standpoint.
3- The fact of being immigrants, means that their culture needs to be taken into account, their language, their origins, etc.
Therefore ,for a global understanding of school transition experiences of immigrant girls, I consider it important to attend to different orders of transition:
1- Migration transition, travel from their home country to host country .
2- Cultural transition, which means adapting to new cultural challenges of the host country.
3- Transition of adolescent girls, changes relating to their own life time, associated with large maturational changes, with the permanent search and construction of identity.
4- School transition (covering the other three). How do they live the school once they have migrated to our country and what expectations do they have to continue studying.
Method
Expected Outcomes
References
BAÑERES, D. y ARGILÉS, M. (2001): “Adolescentes y conductas de riesgo”. Aula de Innovación Educativa 2001, 100. BERTAUX, D. (2005): Los relatos de vida. Perspectiva etnosociológica, Barcelona, edicions bellaterra. CLANDININ, D.J., & ROSIEK, (2006). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35—75). Thousand Oaks, CA: Sage. FULIGNI A. J. (2001): “A Comparative Longitudinal Approach to Acculturation among Children from Immigrant Families”. Harvard Educational Review Special Issue: Immigration and Education. FUNES, J. (1999): “Migración y adolescencia”. En AA.VV.: La inmigración extranjera en España. Fundación La Caixa. FUNES, J. (2001): “Convivir con adolescentes: la gestión de los conflictos en las instituciones”. Cuadernos de Pedagogía, 304. FUNES, J. i ESSOMBA, M.A. (2004): “Eixos d´identificació del joves d´origen inmigrat”. En BESALÚ, X. i CLIMENT, T.: Construint identitas. Barcelona. Mediterránea. GARCÍA FERNÁNDEZ, J.A.; MORENO, I. (2002): La respuesta a las necesidades educativas de los hijos inmigrantes en la Comunidad de Madrid. Consejo Económico y Social. Madrid. GIMENO SACRISTÁN, J. (1998): La transición a la educación secundaria. Madrid. Morata. GIMENO SACRISTÁN, J. (2003): El alumno como invención. Madrid. Morata. HARGREAVES, A., EARL, L. y RYAN, J. (1998): Una educación para el cambio: reinventar la educación de los adolescentes. Barcelona, Octaedro. HERNÁNDEZ, F. (2004): “Culturas juveniles, prácticas de subjetivación y educación escolar”. Andalucia educativa, 46. MEASOR, L. And WOODS, P. (1984) Changing Schools, Milton Keynes, Open University Press. RIVERA GARRETAS, M. (2005): La diferencia sexual en la historia, Valencia, PUV. TINAJAS, A. (2001): “Los conflictos de los pre-adolescentes en el instituto”. Guix, 266-267. ZAMBRANO, M. “El enigma de la juventud”. En Filosofía y Educación, pp. 86-90. Málaga. Ágora.
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