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Trajectòries socials i integració dels joves nouvinguts a Catalunya

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Language policy and planning (LPP) has always drawn on research and scholarship in education as well as the social sciences in general (in particular sociology). Social theory has also figured as an important source of ideas and concepts, and critical LPP has arisen as a distinct strand of inquiry since the 1980s (Tollefson, in Planning language, planning inequality: language policy in the community. Longman, London, 1991; Tollefson (ed) Language policies in education: critical issues. Routledge, London, 2013). More recently, critical LPP researchers have begun to turn to political economy, as a source discipline, and neoliberalism, as a baseline concept, in the study of LPP-related phenomena and practices in a range of contexts (Ricento 2015; Tollefson & Pérez-Milans 2018). This paper examines how a critical political economy-oriented approach may be applied in a specific context, that of Catalonia, where most would agree that there has been a relatively successful recovery of a minority language situated in a larger nation-state structure traditionally dominated by a monolingual (Spanish) polity. This critical approach explores, on the one hand, how political economy—which examines the power relations that mutually constitute the production, distribution, and consumption of resources and the class relations that emerge within these processes—may be brought to bear on issues arising in the ongoing development of LPP in Catalonia. In addition, this critical approach is attentive to issues around race and ethnicity which inevitably arise in societies experiencing high levels of immigration, as has been the case in Catalonia over the past 25 years. This paper aims to bring these two strands together, examining how two key matters of interest in political economy today– inequality and class—intersect with race and ethnicity in the ongoing development of language policy in Catalonia, focussing specifically on the Barcelona metropolitan area. And further to this, it aims to understand how this intersectionality is, at the same time, intersected by the nexus of a Catalan national, cultural and linguistic identity emerging from the aforementioned relatively successful recovery of Catalan over the past several decades.
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Spain, along with the region of Catalonia in particular, has seen a significant increase in mixed unions between immigrants and natives, which, in turn, has given rise to a growing number of young people with mixed origins. Yet little is known about how these mixed families and individuals negotiate cultural differences and view their ‘mixed cultural capital.’ Drawing on 29 in-depth interviews with youth of diverse mixed cultural, racial, and religious backgrounds residing in Catalonia and 58 in-depth interviews with immigrants in mixed unions, this paper focuses on the role of language as a form of cultural capital. Do mixed families use a number of languages in their everyday lives? Which languages are transmitted, preferred, and used, and why? We find that mixed families are generally multilingual, as the knowledge of different languages is thought to contribute to communication with relatives, social integration, and social mobility. However, children and youth of mixed descent who belong to minoritized ethnic or racial groups may resist learning or actively using the language of their immigrant parent to avoid stigmatization and socially imposed categories of ‘foreignness.’ Therefore, stigmatization and prejudice may be limiting linguistic cultural capital – a key benefit of mixedness – in Catalonia. ONLINE ACCESS: https://www.tandfonline.com/eprint/yQZMkAdwRXSDC9yFfGP5/full
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En este texto se analiza la situación del alumnado inmigrante en el Estado español, con ciertos matices relativos al País Vasco. Tras mostrar los porcentajes de alumnado extranjero en nuestras aulas y su origen, llamamos la atención sobre varios obstáculos que dificultan la integración de estos alumnos y alumnas en la escuela. Estas dificultades tienen que ver con: a) Una mayor concentración del alumnado inmigrante en los centros públicos; b) La adquisición de la(s) lengua(s) de la escuela no siempre está garantizada para el alumnado inmigrante; c) Unos rendimientos más bajos en las áreas de ciencias, matemáticas y lectura, con diferencias muy importantes, según los últimos informes PISA; d) Una casi nula atención a las lenguas y culturas de origen del alumnado inmigrante; e) Un endurecimiento de la legislación europea y española con respecto a los inmigrantes en general y los menores en particular; f) La existencia de un relativamente elevado rechazo a los inmigrantes, en torno al 30% de alumnos contrarios a la presencia de inmigrantes en las aulas, y otras formas de rechazo social; g) La formación del profesorado que se ocupa del alumnado inmigrante tiene todavía muchas carencias y sus propias expectativas de cara al futuro no son muy optimistas.En el texto defendemos que estas dificultades que conducen a una situación problemática de escolarización del alumnado inmigrante, entre la asimilación y la marginación deben ser combatidas con el fin de conseguir una plena integración de dichos alumnos y alumnas. Para ello ofrecemos finalmente una serie de recomendaciones y cambios que deben producirse en el ámbito educativo.The current situation of immigrant pupils in the Spanish State is analysed in this paper. We call attention to the various obstacles which make integration of these students in to the school more difficult. These difficulties are to do with: a) a greater concentration of immigrant pupils in public sector schools; b) acquisition of the school language(s)is not guaranteed for these immigrant pupils; c) achievement levels are lower in thearea ofscience, mathematics and reading and which involve, according tothe latest PISA reports, quite significant differences; d)the almost non-existent attention to the languages and cultures of the immigrant pupils; e) a toughening of the European and Spanish legislation with respect to immigrants in general and to minors in particular; f) the existence of a relatively high level of rejection towards immigrants - about 30% of pupils opined to be against the presence of immigrants in the classrooms, aswell as other forms of social rejection; g) The training of teachers of immigrant pupils still leaves much to be desired and shows signs of despondency, abandonment and lack of expectation. In this paper we take the view that these difficulties leading to a problematic situation with schooling of immigrant children – caught between assimilation and marginalisation – must be combated in order to achieve the full integration of these pupils.
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A partir de l'Enquesta a la Joventut de Catalunya 2012, analitzem les pautes de mobilitat social inter-generacional dels joves entre 28-34 anys, en ple context d’atur massiu i perllongat. En aquest escenari, el patró de mobilitat social esperable entre els joves-adults és l’augment del desclassament i del descens social com a conseqüència de l’actual crisi.
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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 pedagogical focus, the actual and past teaching roles etc. form the way of understanding education and the importance given to it by the pupils and their families. The study presented here, based on qualitative methodology (specifically using in-depth interviews), is a first approximation to the experience of school in Spain for immigrant families, their children and for the teaching staff with the before- mentioned families and pupils.
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Los adolescentes hijos de la inmigración entienden la amistad como un sistema de relaciones. La amistad, la que consideran verdadera amistad, significa entablar relaciones duraderas basadas en la confianza, la intimidad, la comunicación, el afecto y el conocimiento mutuos. Dichos adolescentes difieren de los autóctonos en el valor otorgado al tiempo libre y de ocio, así como en el tipo de actividades en las que ocupan estos tiempos, lo cual es un buen indicador de las socializaciones diferenciales de unos y otros. Tan sólo el establecimiento de una comunicación sostenida en el ámbito de las relaciones de amistad en el interior de los grupos de iguales, permite la aproximación de los jóvenes en la práctica de los tiempos de ocio, y en su organización y consumo, al estatus de ciudadanos.
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Post-1965 immigration to the United States has given rise to a vigorous literature focused on adult newcomers. There is, however, a growing new second generation whose prospects of adaptation cannot be gleaned from the experience of their parents or from that of children of European immigrants arriving at the turn of the century. We present data on the contemporary second generation and review the challenges that it confronts in seeking adaptation to American society. The concept of segmented assimilation is introduced to describe the diverse possible outcomes of this process of adaptation. The concept of modes of incorporation is used for developing a typology of vulnerability and resources affecting such outcomes. Empirical case studies illustrate the theory and highlight consequences of the different contextual situations facing today's second generation.
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The United States and Spain have had radically different immigration histories, and they also have very different education systems and policies, yet there are similarities. Despite official efforts to welcome immigrant youth, both education systems operate, paradoxically, in ways that are unwelcoming, relegating immigrant youth to the margins of school life. The authors draw on their ongoing comparative ethnographic research in high schools in California (U.S.) and Catalonia (Spain). The article highlights some contradictions between the strengths and shortcomings identified in each education system. In light of immigrant students' experiences in both countries, the authors provide suggestions for the improvement of educational practice for the children of immigrants.