Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations

In Spain, academic debate and school administrations have evolved to the extent that relations between the school, the family and the surrounding environment are now considered as crucial to student achievement at school and to the good functioning of the educational system as a whole. Despite this...

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Detalles Bibliográficos
Autores: Garreta i Bochaca, Jordi, Llevot Calvet, Núria
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2011
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:10459.1/47004
Acceso en línea:http://hdl.handle.net/10459.1/47004
Access Level:acceso abierto
Palabra clave:Family
Immigration
Relations
School
Spain
Immigració i escola
Família i escola
Immigrants -- Integració escolar
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repository_id_str
spelling Immigrant Families and the School in Spain: Dynamics and Factors that Influence their RelationsGarreta i Bochaca, JordiLlevot Calvet, NúriaFamilyImmigrationRelationsSchoolSpainImmigració i escolaFamília i escolaImmigrants -- Integració escolarIn Spain, academic debate and school administrations have evolved to the extent that relations between the school, the family and the surrounding environment are now considered as crucial to student achievement at school and to the good functioning of the educational system as a whole. Despite this development, change is slow in practice and often complicated due to the emerging resistance of families and schools, given that they have always maintained relations marked by an imbalance of power. Our theoretical and especially our empirical work has focused on the relations between immigrant families and the school system in Spain. In view of the above, the creation of what we call positive relational dynamics and communication in schools is conditioned by the attitudes and behaviour of the school administration, professionals and families. However, the physical space in which these relations take place must also be taken into consideration. Regarding school organisation, we have emphasised the role of the school’s administration. By differentiating the range of management models, we note the ones that facilitate more relations and communication with and among families (especially the one we have called the horizontal participative model) and those that discourage them. However, the multiple and complex range of attitudes among teachers and families must always be taken into account.LED Edizioni Universitarie2011info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://hdl.handle.net/10459.1/47004reponame: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 http://www.ledonline.it/index.php/ECPS-Journal/article/view/485Educational, Cultural and Psychological Studies, 2011, núm. 4, p. 47-67(c) LED Edizioni Universitarie, 2011info:eu-repo/semantics/openAccessoai:recercat.cat:10459.1/470042026-05-29T05:05:01Z
dc.title.none.fl_str_mv Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations
title Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations
spellingShingle Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations
Garreta i Bochaca, Jordi
Family
Immigration
Relations
School
Spain
Immigració i escola
Família i escola
Immigrants -- Integració escolar
title_short Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations
title_full Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations
title_fullStr Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations
title_full_unstemmed Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations
title_sort Immigrant Families and the School in Spain: Dynamics and Factors that Influence their Relations
dc.creator.none.fl_str_mv Garreta i Bochaca, Jordi
Llevot Calvet, Núria
author Garreta i Bochaca, Jordi
author_facet Garreta i Bochaca, Jordi
Llevot Calvet, Núria
author_role author
author2 Llevot Calvet, Núria
author2_role author
dc.subject.none.fl_str_mv Family
Immigration
Relations
School
Spain
Immigració i escola
Família i escola
Immigrants -- Integració escolar
topic Family
Immigration
Relations
School
Spain
Immigració i escola
Família i escola
Immigrants -- Integració escolar
description In Spain, academic debate and school administrations have evolved to the extent that relations between the school, the family and the surrounding environment are now considered as crucial to student achievement at school and to the good functioning of the educational system as a whole. Despite this development, change is slow in practice and often complicated due to the emerging resistance of families and schools, given that they have always maintained relations marked by an imbalance of power. Our theoretical and especially our empirical work has focused on the relations between immigrant families and the school system in Spain. In view of the above, the creation of what we call positive relational dynamics and communication in schools is conditioned by the attitudes and behaviour of the school administration, professionals and families. However, the physical space in which these relations take place must also be taken into consideration. Regarding school organisation, we have emphasised the role of the school’s administration. By differentiating the range of management models, we note the ones that facilitate more relations and communication with and among families (especially the one we have called the horizontal participative model) and those that discourage them. However, the multiple and complex range of attitudes among teachers and families must always be taken into account.
publishDate 2011
dc.date.none.fl_str_mv 2011
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 http://hdl.handle.net/10459.1/47004
url http://hdl.handle.net/10459.1/47004
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a http://www.ledonline.it/index.php/ECPS-Journal/article/view/485
Educational, Cultural and Psychological Studies, 2011, núm. 4, p. 47-67
dc.rights.none.fl_str_mv (c) LED Edizioni Universitarie, 2011
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) LED Edizioni Universitarie, 2011
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv LED Edizioni Universitarie
publisher.none.fl_str_mv LED Edizioni Universitarie
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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