Ciudadanía intercultural y educación: análisis de las políticas de diversidad y convivencia para la inmigración en Andalucía (España).

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Bibliographic Details
Title:	Ciudadanía intercultural y educación: análisis de las políticas de diversidad y convivencia para la inmigración en Andalucía (España).
Alternate Title:	Intercultural Citizenship and Education: an Analysis of Diversity and Coexistence Policies for Immigration in Andalusia (Spain).
Authors:	Rubio-Gómez, María¹ mariarubio@ugr.es, Marín-Sánchez, Isabel¹, Calabresi, Gloria², Martínez-Chicón, Raquel¹
Source:	Educación y Humanismo. ene-jun2026, Vol. 28 Issue 50, p1-23. 23p.
Abstract (English):	Objective: this article examines the limits and meanings of the concept of intercultural citizenship through the study of regional public policies in southern Spain. In particular, it focuses on measures related to the management of diversity and social coexistence in the educational sphere, as set out in the Andalusian Strategy for Immigration 2021-2025: Inclusion and Coexistence and implemented through its operational plans (2021-2024). Methodology: the study presents a contextualized document analysis from the perspective of Critical Discourse Analysis (CDA). Complemented by critical and anthropological approaches, this framework makes it possible to question the "intercultural" orientation attributed to the educational sector by these policies, as well as the use of recurrent and polysemic concepts such as integration and inclusion. Results: the analysis reveals a lack of consistency between the lines of action proposed in the Strategy and their implementation in the Operational Plans, which incorporate measures and proposals that continue to reflect reductionist and functional conceptions of interculturality. Conclusions: the study highlights the tensions and challenges involved in implementing policies for managing diversity and social coexistence, as well as the limitations resulting from drastic budget cuts and the insufficient translation of political commitment into concrete actions aimed at recognizing and valuing cultural diversity. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Objetivo: el artículo analiza los límites y significados del concepto de "ciudadanía intercultural" a partir del estudio de políticas públicas de carácter autonómico en el sur de España. En particular, se centra en las medidas relativas a la gestión de la diversidad y la convivencia en el ámbito educativo, recogidas en la Estrategia Andaluza para la Inmigración 2021-2025: Inclusión y convivencia y desarrolladas en sus Planes Operativos (2021-2024). Metodología: se presenta un análisis documental contextualizado desde la perspectiva del Análisis Crítico del Discurso (ACD) que, complementado con enfoques críticos y antropológicos, permite cuestionar la orientación "intercultural" atribuida al ámbito educativo por dichas políticas, así como el uso de conceptos recurrentes y polisémicos como integración e inclusión. Resultados: se observa una falta de concordancia entre las líneas de actuación que se planteaban en la Estrategia y su concreción en los Planes Operativos, los que incorporan medidas y propuestas en las que persisten conceptos de interculturalidad reduccionistas y funcionales. Conclusiones: el estudio evidencia las tensiones y desafíos en la implementación de las políticas de gestión de la diversidad y la convivencia, junto con las limitaciones derivadas de una drástica reducción presupuestaria y de la insuficiente materialización de la voluntad política orientada al reconocimiento y puesta en valor de la diversidad cultural. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Objective: this article examines the limits and meanings of the concept of intercultural citizenship through the study of regional public policies in southern Spain. In particular, it focuses on measures related to the management of diversity and social coexistence in the educational sphere, as set out in the Andalusian Strategy for Immigration 2021-2025: Inclusion and Coexistence and implemented through its operational plans (2021-2024). Methodology: the study presents a contextualized document analysis from the perspective of Critical Discourse Analysis (CDA). Complemented by critical and anthropological approaches, this framework makes it possible to question the "intercultural" orientation attributed to the educational sector by these policies, as well as the use of recurrent and polysemic concepts such as integration and inclusion. Results: the analysis reveals a lack of consistency between the lines of action proposed in the Strategy and their implementation in the Operational Plans, which incorporate measures and proposals that continue to reflect reductionist and functional conceptions of interculturality. Conclusions: the study highlights the tensions and challenges involved in implementing policies for managing diversity and social coexistence, as well as the limitations resulting from drastic budget cuts and the insufficient translation of political commitment into concrete actions aimed at recognizing and valuing cultural diversity. [ABSTRACT FROM AUTHOR]
ISSN:	01242121
DOI:	10.17081/eduhum.28.50.9136