Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)

Intercultural education is considered to be the most appropriate pedagogical model to promote inclusion, coexistence, and social cohesion both in Catalonia and in other countries. However, its philosophy is often misunderstood at the political or practicallevel. In this regard, this article examines...

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Detalles Bibliográficos
Autores: Macià Bordalba, Mònica, Torrelles Montanuy, Àngels
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/463135
Acceso en línea:https://doi.org/10.15332/25006681.6920
https://hdl.handle.net/10459.1/463135
Access Level:acceso abierto
Palabra clave:Cultural diversity
Intercultural education
Intercultural competence
Pedagogical practices
Policies
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spelling Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)Educación intercultural en las escuelas: de las políticas a las prácticas en Cataluña (España)Macià Bordalba, MònicaTorrelles Montanuy, ÀngelsCultural diversityIntercultural educationIntercultural competencePedagogical practicesPoliciesIntercultural education is considered to be the most appropriate pedagogical model to promote inclusion, coexistence, and social cohesion both in Catalonia and in other countries. However, its philosophy is often misunderstood at the political or practicallevel. In this regard, this article examines the connection between national policies and what really happens in schools in Catalonia (Spain), a pioneering region in the reception of foreign students and, therefore, also a pioneer in the inclusion of intercultural discourse. Specifically, we first examine the Catalonian policies aimed at managing cultural diversity and intercultural education that have been developed since the 2000s up until today. Secondly, we present the results of a quantitative study carried out in 545 primary schools in Catalonia, in order to acknowledge the practices implemented in schools to prepare students for living in our increasingly diverse society, as well as their needs and requirements to better achieve such a commitment. Results show that whilst schools are implementing actions aimed at both fostering the integration of culturally diverse pupils as well as enhancing the intercultural competence of all students, there are still some gaps at the political level that prevent schools from developing a holistic intercultural education.La educación intercultural se considera el modelo pedagógico más adecuado para favorecer la inclusión, la convivencia y la cohesión social tanto en Cataluña como en otros países. Sin embargo, su filosofía a menudo se malinterpreta a nivel político o práctico. En este sentido, este artículo examina la conexión entre las políticas nacionales y lo que realmente sucede en las escuelas de Cataluña (España), una región pionera en la recepción de estudiantes extranjeros y, por tanto, también pionera en la inclusión del discurso intercultural. En concreto, examinamos en primer lugar las políticas catalanas orientadas a la gestión de la diversidad cultural y la educación intercultural que se han desarrollado desde la década del 2000 hasta la actualidad. En segundo lugar, presentamos los resultados de un estudio cuantitativo realizado en 545 centros de educación primaria de Cataluña, con el fin de reconocer las prácticas implementadas en los centros educativos para preparar a los estudiantes para vivir en nuestra sociedad cada vez más diversa, así como necesidades y requisitos para lograr este compromiso. Los resultados muestran que, si bien las escuelas están implementando accionesdirigidas tanto a fomentar la integración de alumnos culturalmente diversos como a mejorar la competencia intercultural de todos los estudiantes, todavía existen algunas brechas a nivel político que impiden que las escuelas desarrollen una educación intercultural holística.Universidad Santo Tomás2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.15332/25006681.6920https://hdl.handle.net/10459.1/463135reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a https://doi.org/10.15332/25006681.6920Campos en Ciencias Sociales, 2021, vol. 9, núm. 1cc-by-nc-sa (c) Universidad Santo Tomás, 2021Attribution-NonCommercial-ShareAlike 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-sa/4.0/oai:recercat.cat:10459.1/4631352026-05-29T05:05:01Z
dc.title.none.fl_str_mv Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)
Educación intercultural en las escuelas: de las políticas a las prácticas en Cataluña (España)
title Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)
spellingShingle Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)
Macià Bordalba, Mònica
Cultural diversity
Intercultural education
Intercultural competence
Pedagogical practices
Policies
title_short Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)
title_full Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)
title_fullStr Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)
title_full_unstemmed Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)
title_sort Intercultural Education in Schools: From Policies to Practices in Catalonia (Spain)
dc.creator.none.fl_str_mv Macià Bordalba, Mònica
Torrelles Montanuy, Àngels
author Macià Bordalba, Mònica
author_facet Macià Bordalba, Mònica
Torrelles Montanuy, Àngels
author_role author
author2 Torrelles Montanuy, Àngels
author2_role author
dc.subject.none.fl_str_mv Cultural diversity
Intercultural education
Intercultural competence
Pedagogical practices
Policies
topic Cultural diversity
Intercultural education
Intercultural competence
Pedagogical practices
Policies
description Intercultural education is considered to be the most appropriate pedagogical model to promote inclusion, coexistence, and social cohesion both in Catalonia and in other countries. However, its philosophy is often misunderstood at the political or practicallevel. In this regard, this article examines the connection between national policies and what really happens in schools in Catalonia (Spain), a pioneering region in the reception of foreign students and, therefore, also a pioneer in the inclusion of intercultural discourse. Specifically, we first examine the Catalonian policies aimed at managing cultural diversity and intercultural education that have been developed since the 2000s up until today. Secondly, we present the results of a quantitative study carried out in 545 primary schools in Catalonia, in order to acknowledge the practices implemented in schools to prepare students for living in our increasingly diverse society, as well as their needs and requirements to better achieve such a commitment. Results show that whilst schools are implementing actions aimed at both fostering the integration of culturally diverse pupils as well as enhancing the intercultural competence of all students, there are still some gaps at the political level that prevent schools from developing a holistic intercultural education.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.15332/25006681.6920
https://hdl.handle.net/10459.1/463135
url https://doi.org/10.15332/25006681.6920
https://hdl.handle.net/10459.1/463135
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.15332/25006681.6920
Campos en Ciencias Sociales, 2021, vol. 9, núm. 1
dc.rights.none.fl_str_mv cc-by-nc-sa (c) Universidad Santo Tomás, 2021
Attribution-NonCommercial-ShareAlike 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-sa/4.0/
rights_invalid_str_mv cc-by-nc-sa (c) Universidad Santo Tomás, 2021
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidad Santo Tomás
publisher.none.fl_str_mv Universidad Santo Tomás
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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