Session Information
04 SES 14 A, Cultural Diversity and IE
Paper Session
Contribution
This paper presents a first analysis of a work in progress on the specific results related to immigrant descent high school students. The data is taken from the empirical work of the White Book on Mediation in Catalonia. The White Book is a project directed by Dr. Pompeu Casanovas (IDT-UAB), commissioned by the Department of Justice of the Catalan Government. The chapter devoted to school mediation is directed by PhD. Silvia Carrasco (EMIGRA-UAB) and the research is also conducted by the author of this paper (PhD Candidate Rita Villà Taberner), PhD. Maribel Ponferrada and PhD. Elisenda Casañas. The data that is being presented in this paper is collected exclusively for the PhD thesis of the author of the paper, and is being analyzed with the funding of the International Catalan Institute for Peace.
These results illustrate the participation of immigrant students on the different roles of school mediation processes and point out the contradictions between quantitative data – which allows us to reconstruct the representations – and quantitative data – which let us reconstruct the extent and kind of participation. Comparing both types of data, we observe how participation of children of immigrants in mediation processes is higher than among Spanish students, but perceptions of the different actors deny this fact and don’t recognize their participation. In accordance to that, we can say that these results reveal a double argumentation in relation to participation of students from diverse origins in mediation processes, since the same characteristics given to the process and to their actors are said to be positive or negative according to the origin of the student they are referring. This contradiction leads foreign students to an invisibilization towards their participation in mediation and carries at least two negative consequences specifically for them and for the school community in general: the loss of diverse knowledge and the permanence of stereotypes.
Further than that, qualitative data leads us to a second level of analysis where we can prove an explicit denial of racial or ethnical discriminatory practices in high schools in all discourses, which makes any attempt of improvement in that matter very difficult since it is a totally unrecognized problem. Finally, we observe how legal documents make the process of a restorative resolution difficult on those cases willing to approach this double hidden problem.
Method
Expected Outcomes
References
Carrasco, S. (dir) (2002) Infància i Immigració: entre els projectes dels adults i les realitats dels infants, Vol. IV de AADD, Infància i Famílies als inicis del segle XXI, Barcelona: Institut d’Infància i Món Urbà. Carrasco, S.; Villà, R.; Ponferrada, M.; Casañas, E. (2010) La Mediació en l'àmbit escolar. Dins de Casanovas, P.; Magre, J.; Lauroba, M.E.; et al., Llibre Blanc de la Mediació a Catalunya. Barcelona: Editorial Huygens i Departament de Justícia, Generalitat de Catalunya. 1a Edició. pàgs 429-507. Carrasco, S.; Ponferrada, M.; Miró, M.; Villà, R. (2006) Convivència i confrontació entre iguals als centres educatius. Monogràfics, 8. Barcelona: Institut d’Infància i Món Urbà. Casañas, E. (2010) El Decret 279/2006: la mediació escolar com a procés educatiu de resolució de conflictes. Dins de Lauroba, Mª.E. (et al.) (eds), Materials del Llibre Blanc de Mediació II. Materials Jurídics. Barcelona: Generalitat de Catalunya/Centre d’Estudis Jurídics i Formació Especialitzada, Barcelona Dei, George Sefa (1996) Anti-racism education, theory and practice. Canada, Halifax: Fernwood publishing Gillborn, David (2006) Citizenship education as placebo: “standards”, institutional racism and education policy, a Education, citizenship and social justice. 1 (1) Març Lee. S. J.(2005) Up against whiteness. Race, school and immigrant youth. New York: Teachers college, Columbia University Lewis, A. (2003) Race in the schoolyard: negociating the color line in classrooms and communities. Piscatamay, New Jersey: Rutgers University Press López, G. G. Parker, L. (eds.) (2003) Interrogating racism in qualitative research methodology. New York: Peter Lang Publishing Marx, S. (2006) Revealing the invisible: confronting passive racism in teacher education. New York: Routledge Portes, A; Rumbaut, R. G. (1996). Immigrant America (2nd edition). Berkeley: University of California Press Serra, Carles (2001) Identitat, racisme i violència. Les relacions interètniques en un institut català. Tesi doctoral. Universitat de Girona Troyna, B. (1993) Racism and education. Buckingham, Ca.: Open University Press
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