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Introduction
Skills and Expertise
Publications
Publications (33)
Este artículo tiene por objetivo describir las experiencias escolares de un grupo de jóvenes en riesgo de exclusión educativa, analizando los mecanismos que amplifican desigualdades derivadas de la posición social que ocupan en sus comunidades. Para ello, se presentan las experiencias académicas de 3 chicos (Ángel, Andrés y Pedro) y 3 chicas (Franc...
The tension between the will to build a collective national identity and the increasing diversity of today’s societies is one of the main challenges facing nation‐states today. Catalan society, being no exception, also faces many challenges as diasporic identities and transnational loyalties proliferate, weakening both citizens’ roots and their nee...
This article examines the lives and family relationships of young women of Moroccan descent in Catalonia, Spain. Based on ethnographic research and life stories, we have found that access to Higher Education has led these young women to a feminist interpretation of the Qur’an. This interpretation allows them to identify as Muslim women while refuti...
This article focuses on peer mentoring, and specifically on the work carried out in Catalonia (Spain) between the Autonomous University of Barcelona (EMIGRA-CER Migraciones) and the Federation of Roma Associations in Catalonia (FAGIC), under the framework of the STORY_S project funded by EC's DG Justice. Using the data obtained, our aim was to iden...
El abandono prematuro de la educación y la formación (ATEF) afecta a uno de cada cinco jóvenes entre 18 y 24 años en España (Eurostat, 2019), con importantes diferencias por sexo y clase, y aún mayores por origen. Este artículo analiza la incidencia de la clase social y el origen como factores clave en la (des)vinculación escolar y el alcance de lo...
This chapter discusses a range of theoretical and practical issues concerning processes of inclusion of young people from “culturally diverse” backgrounds. It first presents some of the main available indicators of young people’s exclusion and reviews policy frameworks and interventions at the European level. Next, it problematizes the current conc...
España presenta una de las tasas de abandono temprano
de la educación y la formación (ATEF) más altas
de la UE y la mayor polarización por origen. Este artículo
presenta y analiza algunos resultados del proyecto
Reducing Early School Leaving in Europe (RESL.
eu), que ha investigado los procesos y factores sistémicos,
institucionales e individuales...
El agrupamiento por niveles en el interior de los centros es una estrategia que se practica en numerosos sistemas educativos, a pesar de que se estructuren bajo los principios de la comprensividad. Este es el caso de Cataluña donde, según PISA 2015, un 26% del alumnado está escolarizado en centros de secundaria que agrupan a sus estudiantes por niv...
La importancia de la etnografía para la comprensión de los procesos educativos y de los fenómenos que se relacionan con ellos, y que los llegan a condicionar, goza progresivamente de mayor reconocimiento más allá de las disciplinas que se relacionan con ella. Acceder a la escuela por dentro (Woods, 1986), penetrar en la caja negra con el objetivo d...
Research into education and inequalities shows that families’ socio-economic background is one of the factors that has a determinig effect on the achievement of academic results. However, while not denying the influence of external factors, research also highlight the key role the school and school agents can play in more vulnerable young people’s...
In the last years, most of the educational systems in Europe and elsewhere have shifted to a competence-based approach. The aim of this paper is to present how the main Spanish educational reforms of 2006 and 2013 have incorporated the concept of competence, and how it has been used to structure the curriculum in Primary and Secondary Education. Th...
El presente artículo realiza una revisión de la literatura de investigación centrada en la estratificación escolar interna y los procesos de selección del alumnado, con el fin de discernir los espacios de aprendizaje y de socialización diferenciados que existen dentro de las propias escuelas. Considera los datos empíricos que las investigaciones ap...
This article examines the lives of pioneering young women from Morocco, the first to enjoy educational and social success in Catalonia, by analyzing the family negotiations entered into during this process. The study is based on the life stories of these young Moroccan women and on ideas that emerge from discussion groups involving the women themse...
The ways of incorporating newcoming students into schools and colleges have been at the center of debate in most OECD countries in recent years. In Spain, the set of measures developed for the reception of immigrant pupils in different Autonomous Communities has also been the subject of specific research, pointing out the similarities and contradic...
Research shows that a significantly high proportion of immigrant and minority youth in disadvantaged socioeconomic conditions is enrolled in low-prestige schools where motivation for academic success is poor, in neighbourhoods where social cohesion is not fostered. These are not the schools selected by the middle and high-class mainstream. Segregat...
Los informes internacionales muestran un incremento de las tasas de escolarización en los últimos años en el sistema educativo marroquí, pero señalan también los desajustes y la pervivencia de ciertas disfunciones que condicionan los resultados obtenidos por las políticas educativas desde la época postcolonial hasta la actualidad. Una parte de los...
The increase in student mobility in pre-university education, and especially within compulsory education, has been regarded as one of the most challenging problems in the last decade in Spain. Processes to incorporate students in mobility programmes and the management of their mobility are viewed and addressed differently by regional and local admi...
The number of foreign pupils in the schools of Catalonia, Spain, has increased markedly in recent years. In the 1993-94 school year, these pupils represented just 1.25% of all schoolchildren registered at non-tertiary education institutions. Today, however, they account for 12.5%, a significant figure if, in addition, we consider that in the last f...
This article is the result of a study carried out in 2008 and 2009 by a team from the Autonomous University of Barcelona in order to evaluate the implementation of the Digital Whiteboard Program in public schools in the region of Aragón (Spain).The following pages present some of the results obtained during the study. More specifically, this articl...
La persistencia de experiencias escolares altamente diferenciadas entre el alumnado en una proporción importante de los sistemas educativos modernos de los países ricos está relacionada con la existencia de dos con-tradicciones. En primer lugar, la contradicción que existe entre los objetivos de equidad y excelencia declarados por las políticas edu...
This article presents the results of an ethnographic study which sought to analyze the educational and social contexts where the experiences of Moroccan young people in Catalonia, Spain, developed. Contributions of ethnographic research literature on identity, education and immigration are reviewed, and the methodological aspects of the ethnography...
This special issue is devoted to the outcomes of the 48th International Conference of Education, “Inclusive Education: The
Way of the Future” (Geneva, 25–28 November 2008). In addition to presenting the conclusions and recommendations from the conference,
this introduction tackles a wide range of questions in the field of inclusive education on whi...
This paper examines the ways in which immigrant families' participation in their children's education process is understood and valued, with special reference to Moroccan families, as well as their achievement strategies in the framework of their ongoing migration projects, bringing about evidence on specific difficulties encountered from first con...
Grupo EMIGRA, Centre d'Estudis i Recerca en Migracions, Universitat Autònoma de Barcelona Las investigaciones muestran como en la mayoría de los países hay diferencias significativas en el rendimiento escolar de los estudiantes extranjeros y sus iguales nativos (US Census Bureau, 2004; PISA, 2006; TIMSS, 2007). Señalan que, a pesar de tener una act...
En: Cuadernos de pedagogía Barcelona 2003, n. 324, mayo ; p. 29-31 Presenta un proyecto educativo 'El barrio educa' llevado a cabo entre los centros CEIP Prat de las Manta y el IES Llobregat de L'Hospitalet de Llobregat (Barcelona). Este proyecto tiende lazos entre la escuela y su entorno más cercano, el barrio. El objetivo es abrir el escenario ed...
Projects
Projects (6)
Conèixer les trajectòries i els processos d'integració escolar i social dels fills i filles de famílies immigrades, d'entre 12 i 24 anys, que viuen a la ciutat del Prat de Llobregat
RESL.eu is a FP7-funded research project dedicated to Reducing Early School Leaving in Europe.
The RESL.eu project presents a comprehensive, intersectional and gender sensitive approach of the issue of Early School Leaving (ESL) in Europe aiming at in-depth analyses of existing data and the collection of new empirical data in order to innovate educational systems at the European, national and regional level.
The EU benchmark for the decrease of ESL rates is set at 10% for 2020, yet trends in different countries show this goal will be difficult to achieve, making recommendations and tools sustaining policy makers a priority in this project.
