Jordi Garreta BochacaUniversitat de Lleida | UDL · Department of Geography and Sociology
Jordi Garreta Bochaca
PhD in sociology and GRASE director.
About
124
Publications
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Introduction
Jordi Garreta Bochaca. Graduate and doctor in sociology from the Autonomous University of Barcelona. Professor and researcher in educational sociology and sociology of migrations in the University of Lleida since 1992, currently attached to the Department of Geography and Sociology.
He has been a visiting researcher in Canada (Centre d’Ethudes Ehtniques Universités Montréalaises), France (École des Hautes Études en Sciences Sociales, CADIS,) and Chili (Univ. of Bío Bío and Finis Terrae).
Additional affiliations
September 1993 - present
Position
- Professor (Full)
Description
- More information: www.grase.udl.cat/ http://repositori.udl.cat/browse?value=Garreta+i+Bochaca%2C+Jordi&type=author https://lleida.academia.edu/JordiGarretaBochaca
Publications
Publications (124)
In a pluricultural and multi-religious world, with high levels of social secularisation, the role of religious education in schools (especially in state-funded schools) has inundated political and academic debate throughout Europe, which is becoming increasingly more committed to integrating, non-confessional models. In this context, it is essentia...
RESUMEN Desde mediados de los años noventa y, especialmente, durante los dos mil, la llegada de alumnado de origen extranjero al sistema educativo español ha supuesto un reto relevante y lo ha tensionado. Ante esta nueva realidad, los centros de educación primaria han ido incorporando, en el discurso y la planificación (documentos de centro) y en l...
La comunicación entre familias y profesionales es una temática relevante en la relación familia-escuela y en la que se puede seguir profundizando para conocer mejor sus dinámicas, fortalezas y limitaciones. Estudios previos indican que es un tema importante para desarrollar la democratización de los centros escolares y la implicación de las familia...
The economic crisis has had an impact at many levels, including education. In Spain, little in-depth research has been done on its effect on the education system and the profile of those most affected. Given the difficulty of accessing reliable information on these issues, our study consists of a survey of representatives of management teams of pri...
Background Since the mid-1990s, and especially during the 2000s, the arrival of students of foreign origin in the Spanish education system has been a major challenge and has caused tension. Faced with this new reality, primary schools have been incorporating in their discourse and planning (school documents) and in their practices the need to act i...
Since the mid-1990s and especially during the 2000s, the arrival of students of foreign origin to the Spanish educational system has posed a significant challenge and has strained it. Faced with this new reality, primary education centers have been incorporating, in their discourse and planning (center documents) and in their practices, the need to...
INTRODUCTION. Educational innovation is experiencing in Catalonia (Spain) what has begun to be called a "third pedagogical spring" that is leading to a significant increase in schools that make changes at different levels. METHOD. In this context, taking as a reference classifications of types of educational innovation (innovations in the formative...
The article starts from the premise that the school institution has generally failed to recognise cultural minorities and incorporate them into its everyday dynamic and curriculum. A greater incorporation of families and the recognition and incorporation of cultural diversity in schools are relevant points for favouring the processes of schooling....
The hiring of foreign workers was one of the elements that made possible the develop- ment of intensive agriculture in Spain. The condition of foreigner supposes a limitation of rights that made them attractive for the business community. Various authors point out that, as a consequence of their gre-
ater vulnerability, they tend to accept tougher...
La comunicación familia-escuela, de calidad, es esencial para establecer buenas sinergias entre ambos contextos educativos (familias y escuelas), ya que sin información ni diálogo es muy difícil que la relación entre padres y personal docente avance por el camino del entendimiento, la confianza, el respeto y la cooperación. Pero, a pesar de la impo...
Despite the worldwide dramatic spread of religious-based discrimi-nations, persecutions, and conflicts, both o icial data and academic literature have underestimated their role as a root cause of contemporary migrations. This multidisciplinary study aims to overcome this gap. Through an unprecedented collection of theoretical analysis and original...
El libro FAMILIA, ESCUELA Y SOCIEDAD. Múltiples miradas para un fenómeno complejo, busca dar cuenta de la densidad y la multiplicidad de facetas configurativas del fenómeno escolar en el contexto social actual. De este modo, releva diversas aristas, actores y temáticas que confluyen en él. En consecuencia, desde diferentes miradas disciplinarias y...
The educational system in Catalonia (Spain) has experienced a notable increase in the number of students of foreign origin, especially from the years 2000 onwards, which has led to the gradual incorporation of greater recognition of cultural diversity in speeches, policies, official documents and practices. Therefore, the study presented here focus...
This paper analyses the evolution of inter-cultural discourses and practices in Catalan schools (Spain), based on two studies contextualised in different times. The fi rst study was conducted in the 2000/2001 academic year, a time of incipient immigration and the incorporation of the intercultural discourse. The second study (2015/2016), neverthele...
The paper presents the representations that future elementary school teachers have in a University of Ñuble region for the family and parental roles assigned to them in education. In line with the objective, a comprehensive interpretive study using qualitative methodology is developed. Among the most important findings we found that roles that subj...
The teaching of religion in the Spanish education system has been, since its democracy began, a controversial issue that has been gaining strength as society has become more plural. In this context, this study analyses the attitudes of the management teams of the Autonomous Community of Catalonia towards religious education in schools. A mixed inve...
This book is a result of an Erasmus+ Key Action 2 project (Cooperation for innovation and the exchange of good practices) entitled “Families and schools. The involvement of foreign families in schools”. This project is aimed at analysing the implication of foreign families in schools in Spain, Italy and Luxembourg (including the analysis of factors...
El libro desglosa una propuesta de reflexiones y acciones sobre la relación entre centro educativo y familias con la intención de tender puentes, para compartir, sumar, respetarse, colaborar e ir de la mano. Muestra a las familias como miembros de la comunidad escolar, con sus potencialidades y diversidad de características, presentando miradas sob...
Technological resources have gradually appeared in schools as potentially useful instruments to better communicate information to families. This communication is essential to improve the relationship between parents and teachers and to increase the involvement of families in their children’s education and participation in schools. In this context,...
En el libro se realiza un análisis desde diferentes perspectivas, de forma interdisciplinar, de la participación de las familias en los centros escolares e institutos, un análisis que, pese a que existen aspectos en los que seguir profundizando, permita al lector acercarse a esta realidad tan compleja:
- Analizando las definiciones de participación...
The text starts from a theoretical and policy review of “co-development” into Spain and Catalonia to analyse through in-depth interviews with representatives of institutions, entities and associations who develop projects under this name (11 in total) in the Autonomous Community of Catalonia. This study goes beyond how they define co-development to...
Resumen La participación de las familias en la escuela ha sido cada vez más valorada por el impacto que se cree que tiene a nivel de éxito escolar, mejora de las dinámicas en los centros escolares y beneficios para los docentes y para las familias. Eso sí, su desarrollo no se encuentra exento de dificultades y condicionado por diferentes factores i...
Since the beginning of democracy, but especially from the 1990s, the recognition of cultural and religious diversity in public schools of Catalonia has been increasingly evident. However, short comings are still visible and, despite the existence of innovative experiences, there is still a clear gap between the discourses and practices in the schoo...
Family/school communication has not been a central theme of educational research in Spain. In fact, it can safely be stated that it has rarely been the focus of work although it is also true that the relation between these two institutions or the participation of the families in the school have been analysed in depth. This text aims to supply an ov...
The fact that there are few studies considering the organisation and working of the associations of African-origin foreigners in Spain has awoken our interest and has led us to analyse the internal and external structure and organisation of associations with this profile and to link these to their aims and the activities they carry out. Our startin...
Cultural diversity has been dealt with in various ways in Spanish classrooms, from practically not being taken into account to receiving major recognition in documentation (although less in practice) given the arrival of foreign-origin pupils and families. However, this incorporation is in an educational system with serious future challenges (impro...
The authors explore interethnic relations between the native Spaniards and the Moroccan immigrants, whose population has increased significantly over the last several years. Although there have been few overt conflicts, recognition of an underlying tension provides impetus for increasing efforts to improve intercultural harmony through suggested po...
Since the 1990s, and especially since the year 2000, Spain has seen a notable increase in the arrival of immigrants to its territory. In this time, there has been a diversification in immigrant countries of origin as well as of means for arriving on the peninsula, changes that have been accompanied by the feminization of a portion of the flow. One...
L’estudi diagnòstic de la joventut del municipis rurals a les Illes Balears que s’ha elaborat durant l’estiu de 2011, pretén donar una visió global i el més com- pleta possible de la joventut rural pel que fa a la vida política, econòmica, sociocultural i mediambiental dels seus territoris. Per això, seguint els objectius generals que el regeixen (...
Las experiencias escolares son múltiples y diversas, y su análisis nos puede ayudar a comprender las actitudes de los inmigrantes respecto a la escolarización de sus hijos y las expectativas de futuro que el sistema educativo representa para las nuevas generaciones. Las oportunidades educativas, las dinámicas de los centros escolares (positivas o n...
RESUMEN Los materiales que se utilizan en los centros educativos, parte del currícula es-colar, reflejan la selección cultural, su lógica y la relación con el poder. Sobre estos materiales puede estudiarse la representación que se realiza la sociedad y la escuela de determinados colectivos o grupos sociales, así como su grado de visibilidad. El est...
School experiences of migration There are many and varied school experiences, and these help to understand attitudes and expectations of immigrants with regard to scholarisation as well as those the educational sys- tem represents for the following generation. The educational opportunities, the dynam- ics of the schools (positive or negative), the...
La relación familia-escuela se debe analizar teniendo en cuenta que no siempre se ha creído necesaria y que se trata de dos instituciones que han mantenido un desequilibrio de poder. En este marco las familias de origen inmigrado, menos conocedoras del sistema educativo, del funcionamiento de los centros y de las formas adecuadas de relación aparec...
Resumen Las relaciones entre las familias y la escuela se inscriben en la articulación entre dos insti-tuciones con asimetría de poder y en un contexto social y político que las sitúa en el debate entre intereses públicos y privados. Aunque deben considerarse espacios yuxtapuestos, a menudo lo que se percibe es la separación, la distancia, cuando n...
The relationships between families and the school are those of two institutions with asymmetry of power and based on a social and political context which places them in the debate between public and private interests. Although they should not be considered juxtaposed places, what is often perceived is the separation, distance and even conflict betw...
Los planes o programas de acogida se han implantado en los últimos años como una acción innovadora que quiere responder a los retos que plantea la escolarización de alumnado extranjero. Estos planes han ido generalizándose y en alguna medida han ido evolucionando hacia sistemas de acogida cada vez exhaustivos en sus orientaciones y estrategias. Ate...
Actualmente, existen importantes distancias entre la institución escolar y las familias, y en particular con las de origen inmigrado. El interés por la educación es algo intrínseco a cada familia y también a la historia escolar de su país de origen, por ello presenta intensidades distintas. Se propone superar algunas barreras, a base de primar la e...
En esta comunicación se presentan resultados de una investigación desarrollada en la Universidad de Lleida sobre la situación de la Educación de Adultos en la provincia de Lleida.
El perfil del alumnado nos revela el alto índice de personas de origen inmigrante en las instituciones que desarrollan programas de alfabetización de adultos. Este colect...
En esta comunicación se presentan resultados de una investigación desarrollada en la Universidad de Lleida sobre la situación de la Educación de Adultos en la provincia de Lleida. El perfil del alumnado nos revela el alto índice de personas de origen inmigrante en las instituciones que desarrollan programas de alfabetización de adultos. Este colect...
La inmigración ha comportado la elaboración de numerosos documentos de definición de las políticas de integración que han dibujado el camino seguido y las etapas vividas. Cataluña ha pasado de la observación del fenómeno migratorio a centrarse en los últimos años en la intervención, evidentemente haciendo esfuerzos importantes en organización de la...
Los gitanos en Europa y, concretamente en España, se han caracterizado por mantener una situación de marginación social y cultural a pesar de los cambios experimentados por las sociedades (económicos, demográficos, sociales y políticos). En los últimos cuarenta años, los gitanos se han ido adaptando a las diferentes coyunturas económicas y sociales...
Since the 1990s, cultural diversity in Spanish classrooms has increased notably with the arrival of immigrant origin students. This fact, together with the European Union discourses about consideration for cultural differences, have contributed to the appearance in Spain, and particularly in Catalonia, of an intercultural discourse. This article an...
El texto define la integración sociocultural como confluencia de la diversidad. El autor parte del hecho de que existen tres dimensiones de la vida colectiva relacionadas con la integración: la cultura, la estructura social y la identidad, para concluir que el grado de integración está condicionado por el desarrollo alcanzado en cada uno de esos su...
En: Revista de educación (Madrid) Madrid 2004, n. 333, enero-abril ; p. 463-480 Cataluña, como otras sociedades avanzadas, ha realizado pasos notables en los años noventa para avanzar hacia lo que ha definido como educación intercultural, intentando dejar atrás planteamientos más segregacionistas o asimilacionistas. Pero el balance que se puede ext...
El artículo presenta, a través de dos estudios empíricos, la dinámica seguida por algunos oratorios españoles. Constatando que se trata de un fenómeno en crecimiento, analiza los motivos por los que fueron creados y sus objetivos, enfatizando en el abandono del islam por parte de algunos y el proceso de recuperación de éste que realiza la creación...
La diversidad cultural es uno de las trazos definitorios de nuestra socie-dad. En un contexto, en el que la diversidad -resultado de !as migraciones- se va incre-mentando hay que plantearse una serie de adaptaciones mutuas, más allá de la asimila-ción. La escuela, institución reflejo de las ideologías dominantes en este sentido, debería tomar en co...
En: Contextos Educativos Logroño 2001, v. 4; p. 161-175 La diversidad cultural es uno de las trazos definitorios de nuestra sociedad. En un contexto, en el que la diversidad -resultado de las migraciones- se va incrementando hay que plantearse una serie de adaptaciones mutuas, más allá de la asimilación. La escuela, institución reflejo de las ideol...
Cet article porte sur la reconnaissance de la pluralite culturelle dans la societe espagnole de la part des institutions educatives de l’Etat. Il s’agit d’un element recent et controverse. L’etude montre qu’au long des deux ou trois dernieres decennies, le systeme educatif espagnol a evolue, allant d’un systeme centralisateur et monolingue a un sys...
Projects
Projects (6)
Ministerio de Ciencia e innovación (España)
Convocatoria: Proyectos de Generación de Conocimiento 2021.
Referencia: PID2021-124334NB-I00
Duración: 2022-25
Implicados: Universidad de Lleida, Universidad Illes Balears, Universidad de La Rioja y Universidad de Cantàbria.
IP: Núria Llevot y Jordi Garreta
Dotación: 66.550 euros.
To know the migratory characteristics of each of the countries, as well as the trajectory and evolution of these.
To analyse the national policies for the management and integration of cultural diversity in schools and in other public spheres.
To analyse the ways of involvement in and communication with foreign-origin families in the school and the schooling of their children based on existing studies in each context (meta-analysis), as well as the actions taken by the education administrations and schools to stimulate these.
To analyse how the schools conceptualise and develop approaches to the integration and involvement of the foreign-origin families, and detect weaknesses and needs.
To carry out comparative trans-national analyses and propose action based on the research knowledge.
More information: http://familyandschool.eu/project/
Web: http://escuelaintercultural.com
Cultural diversity in Spanish classrooms has increased sharply since the nineties due to the arrival of students from foreign countries. This fact, along with discourses that take into account cultural differences that have been carried out by the European Union have contributed to the emergence of intercultural discourse that coexist with actions and compensatory programmes. Of course, this is not a uniform situation throughout the entire country and the label "intercultural education" somewhat hides the different definitions. It does not always refer to these students and families and, consequently, the actions carried out in the different autonomous communities are not equal. In addition, this labelling has been integrated into other broader labels like social cohesion and inclusion.
The aim is to analyse theoretical approaches to cultural diversity and its empirical developments in Spanish schools (since the General Education Law, but especially since the mid-1990s), specifically focusing on primary education. The choice of the entire Spanish territory is due to the need to know how it works and if it differs, for example, according to the Autonomous Community, the profile of the school population from other countries and/or Roma ethnicity, if the Autonomous Communities have their own culture and language; etc. This will enable us to know the different evolutions and deepen the argumentation used in discourses to justify practices and analyse if there is an incongruity between cultural diversity discourse and practice.