Session Information
23 SES 08 B, Politics of Equity and Inclusion: Focus on Immigrants
Paper Session
Contribution
The aim of this presentation is analyze the impact of educational policies that have beendesigned in Catalonia and Spain over the last fifteen years and the mechanisms of attention to immigrant students that have fallen from these educational policies through systematic indicators of school performance and inclusion.
Provide evidence on the processes that limit or hinder the achievement of greater educational equality in relation to immigrant students, identifying the limits of inclusion.
In relation to the time period that aims to cover this analysis, there are two distinct stages. The first, from 1995 to 2003/04, is the period in which there is a massive influx of people from other countries and begin to take shape early care arrangements for their children in schools. A second stage, including the period from the end of this range at present, a decrease of influx, but continuity in addition to the centers by the change of route of arrival, family reunification, primarily, and the design of mechanisms and devices designed primarily for students of foreign origin (newcomers class, welcome classes, etc), and not from the adjustments to the previous compensation schemes, a result of new educational policies .
In this period of time, have been enacted four general educational laws: LOGSE (The Organic Law on the Education System of October 3, 1990), LOCE (Organic Law 10/2002 of 23 December on Quality in Education) LOE (Act 2 / 2006, dated May 3, Organic Law of Education) and in the case of Catalonia, the LEC (Educational Law of Catalonia, 12/2009 of July 10.) It is necessary to analyze the time that arise and what do they try to answer in relation to previous policies.
The OECD said in its report of 2007 No More Failures: Tens Steps to Equity in Education Spain have made legislative efforts aimed at ensuring greater educational equity , efforts that have also resulted in a subsequent implementation of mechanisms and arrangements and care an allocation of human resources and materials designed to ensure such fairness. It also offers a number of key-oriented policy design should take into account to ensure a more equitable education to offset potential inequities that could be a handicap to achieve the aim. On the other hand, we find the results of reports on educational outcomes such as PISA reports that show us how those efforts have failed to ensure the achievement of good academic results, at least initially.
There is still a second trend that has gone through the design and implementation of such laws and mechanisms, the notion of education as a tool of nation-building issue, justified as a result, for example, clear sociolinguistic changes that have been identified beyond the arrival of new students from other countries, present strongly in Catalonia.
I will make a content analysis of laws and policy deployment while defending the hypothesis that the deficit perspective has dominated across the board in the implementation of these laws and devices.
Method
Expected Outcomes
References
Ainscow, M & Booth, T (2000) Index for inclusion, CSIE, University of Manchester Ball, S. J. (1994) Education Reform. A critical and post-structural approach. Philadelphia, Open University Press. Fullan, Michael. (2001) The new meaning of educational change. London, Teachers College Press. Gibson, M.; Carrasco, S.; Pàmies, J.; Ponferrada, M.; Rios, A. (2010) Different systems, similar results: immigrant youth in schools in Catalonia and California, dins de R. Alba & J. Holdaway (eds.) The Children of Immigrants in Schools in the US and the EU (en prensa) Gibson, M. A. (1988). Accommodation without assimilation : Sikh immigrants in an american high school. Ithaca: Cornell University Press. Gillborn, D. (2010) 'The White working class, racism and respectability: victims, degenerates and interest-convergence', British Journal of Educational Studies 58(1), 2-25. Gillborn, D. (2010) 'The colour of numbers: surveys, statistics and deficit-thinking about race and class', Journal of Education Policy 25(2), 253-276. Mecheril, Paul (2010): Die Ordnung des erziehungswissenschaftlichen Diskurses in der Migrationsgesellschaft. In: Mecheril, Paul et al. (Hg.): Migrationspädagogik. Bachelor-Master. Weinheim und Basel. OECD (2009) What works in Migrant Education. Paris: OECD OECD (2007), No More Failures: Ten Steps to Equity in Education. Paris: OECD Ogbu, J. U. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, N.J.: L. Erlbaum Associates. Ogbu, J.U. (1991). “Immigrant and involuntary minorities in comparative perspective”. A J.U. Ogbu i M.A. Gibson (eds). Minority status and schooling: a comparative study of immigrant and involuntary minorities (pp. 3-33). New York: Garland Willis, P. (1988). Aprendiendo a trabajar. cómo los chicos de clase obrera consiguen trabajos de clase obrera. Madrid: Akal Wolcott, H. F. (1987). The teacher as an enemy. In G. D. Spindler (Ed.), Education and cultural process: Anthropological approaches (2nd ed., pp. 136-150). Prospect Heights, IL: Waveland Press.
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