How to Reconsider Intercultural Key Issues in the Educational Domain through Participative Strategies with Teachers

By:
Dr. María García-Cano Torrico,
Dr. Esther Márquez Lepe,
Dr. Belén Agrela Romero,
Dr. Eva Mª González Barea
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This paper is conceived in the framework of our research project “Analysis of the intercultural competencies in the educational domain and in immigration contexts: meanings and applications". This project is funded by the Regional Agency of Coordination of Migration Policies (Dirección General de Coordinación de Políticas Migratorias), which depends on the Andalusian regional government in Spain. The main objective of this paper is to present our research project in order to identify and analyze the teacher’s ideas, notions and knowledge on intercultural education and, at the same time, to give these teachers a space for reflection about their own work. Therefore, we are trying to address issues not only from a theoretical point of view that won’t take into account the professional practice, but more from the reflection from the action methodology, where teachers are the key players of the process and they have to think about their own practices and conceptions and are able to analyze the factors and circumstances that affect their work. The methodology employed has been the planning of training sessions, workshops and work teams in schools. The project presented points out different activities that should be taken into practice in the period of one year. These activities respond to two objectives: first, to identify and analyze the teacher’s discourse and, secondly, to make a theoretical-practical intervention in the teachers’ training in order to have a practical effect in the classroom. The framework chosen to conduct this research has been the south of Spain and, more specifically, the provinces of Huelva and Sevilla in Andalusia. Part of the research project will take place in a rural part of Huelva, where there is an important presence of immigrant population linked to the agricultural activity. The arrival of this immigrant population is recent but progressive, which will be revealing when trying to find out the effects that the discourse and the practices are having in the diversity management in the classrooms. The other part of the fieldwork will take place in Sevilla, an urban context in which the foreign population is basically linked to the service sector and where its presence is not so visible. Both contrast contexts could be adequate in order to get to know the intercultural education discourses and practices that are being displayed “in the name of the interculturality” and “about immigration”.


Keywords: Intercultural Education, Teachers, Discourse, Spain
Stream: Anthropology, Archaeology, Cultural Studies, Humanities
Presentation Type: Paper Presentation in English
Paper: How to Reconsider Intercultural Key Issues in the Educational Domain through Participative Strategies with Teachers


Dr. María García-Cano Torrico

Assistant Professor, Department of Anthropology, University of Granada
--, --, Spain


Dr. Esther Márquez Lepe

Associate Professor Institute for the Internacional Education of Students
Granada, Spain


Dr. Belén Agrela Romero

Assistant Professor with the University School of Social Work, University of Jaén
Jaén, Spain


Dr. Eva Mª González Barea

Assistant Professor, University of Murcia
Murcia, Spain


Ref: I07P0487