El Reto de la Inclusión Social, más allá de la Escuela: Tensiones y Carencias de las Políticas de Integración de Niñas y Niños Migrantes en España.
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| Title: | El Reto de la Inclusión Social, más allá de la Escuela: Tensiones y Carencias de las Políticas de Integración de Niñas y Niños Migrantes en España. |
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| Alternate Title: | The challenge of social inclusion, beyond school: Tensions and deficiencies in the integration policies of migrant girls and boys in Spain. O desafio da inclusão social, além da escola: Tensões e deficiências nas políticas de integração de meninos e meninas migrantes na Espanha. |
| Authors: | Estalayo Bielsa, Paula1 paulaestalayo@gmail.com, Miño-Puigcercós, Raquel1 rmino@ub.edu, Malinverni, Laura1 malinverni.laura@gmail.com, Rivera-Vargas, Pablo1,2 pablorivera@ub.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 5/24/2021, Vol. 29 Issue 66-75, p1-23. 23p. |
| Subject Terms: | *School principals, *Government policy, *School rules & regulations, *Segregation in education, Social policy, Resource management, Social integration |
| Abstract (English): | Despite the constant effort to promote the social inclusion of migrant children and young people from public policies and school practices, this is an objective that we are far from achieving, in regions around the world. This article presents the results of the analysis of 52 individual interviews (with stakeholders, school principals and education professionals), 12 discussion groups (with teachers and families) and 90 observations in schools. The results delve into the shortcomings and tensions of public policies for social inclusion, identified by policymakers, management teams, NGO directors and researchers from across the country. The analysis reveals that educational policies leave in the schools' hands a whole series of challenges that must be solved to promote the students' social inclusion. However, schools cannot assume many of these challenges, as their resolution is not within their reach. The paper points out key issues that must be urgently addressed from policies, especially in relation to inter and intra-school and inter-school segregation, resource management and the consolidation of a sustainable and coordinated network of educational actors. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | A pesar del esfuerzo constante por promover la inclusión social de niños, niñas y jóvenes migrantes desde las políticas públicas y las prácticas escolares, este es un objetivo que estamos muy lejos de cumplir, en regiones de todo el mundo. En este artículo se presentan los resultados del análisis de 52 entrevistas individuales (a stakeholders, directores de escuelas y profesionales de la educación), 12 grupos de discusión (con docentes y familias) y 90 observaciones en escuelas. En los resultados se evidencian las carencias y las tensiones de las políticas públicas para la inclusión social, identificadas por creadores de políticas, equipos directivos, directores de ONG e investigadores de todo el país. El análisis revela que las políticas educativas dejan en manos de los centros toda una serie de retos que deben ser resueltos para promover la inclusión social del alumnado. Sin embargo, las escuelas no pueden hacerse cargo de muchos de estos retos, puesto que su resolución de los mismos no está a su alcance. El artículo señala cuestiones clave que deben abordarse desde las políticas urgentemente, especialmente en relación con la segregación inter e intraescolar, la gestión de recursos y la consolidación de una red de actores educativos sostenible y coordinada. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Apesar do esforço constante para promover a inclusão social de crianças e jovens migrantes a partir de políticas públicas e práticas escolares, esse é um objetivo que estamos longe de alcançar, em regiões do mundo todo. Este artigo apresenta os resultados da análise de 52 entrevistas individuais (com stakeholders, diretores de escolas e profissionais da educação), 12 grupos de discussão (com professores e famílias) e 90 observações em escolas. Os resultados revelam as deficiências e tensões das políticas públicas de inclusão social, apontadas por formuladores de políticas, equipes gestoras, dirigentes de ONGs e pesquisadores de todo o país. A análise revela que as políticas educacionais deixam nas mãos dos centros toda uma série de desafios que devem ser resolvidos para promover a inclusão social dos alunos. No entanto, as escolas não podem enfrentar muitos desses desafios, pois sua resolução não está ao seu alcance. O artigo aponta questões-chave que devem ser tratadas com urgência nas políticas, especialmente em relação à segregação inter e intraescolar, gestão de recursos e consolidação de uma rede sustentável e coordenada de atores educacionais. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Despite the constant effort to promote the social inclusion of migrant children and young people from public policies and school practices, this is an objective that we are far from achieving, in regions around the world. This article presents the results of the analysis of 52 individual interviews (with stakeholders, school principals and education professionals), 12 discussion groups (with teachers and families) and 90 observations in schools. The results delve into the shortcomings and tensions of public policies for social inclusion, identified by policymakers, management teams, NGO directors and researchers from across the country. The analysis reveals that educational policies leave in the schools' hands a whole series of challenges that must be solved to promote the students' social inclusion. However, schools cannot assume many of these challenges, as their resolution is not within their reach. The paper points out key issues that must be urgently addressed from policies, especially in relation to inter and intra-school and inter-school segregation, resource management and the consolidation of a sustainable and coordinated network of educational actors. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.29.6258 |
