@article{10902/24484,
year = {2021},
url = {http://hdl.handle.net/10902/24484},
abstract = {The presence of culturally diverse students in the classrooms of educational centers suggests that the autonomous communities with educational powers in Spain address the issue in a rather complex way. The case that concerns us in this text centers on the legislative and organizational analysis of four autonomous communities in Spain: Cantabria, Asturias, Andalusia, and Valencia. Each of the territories analyzed has distinct characteristics in terms of the approaches taken in relation to this type of student body, derived not only from the number of such students present in the classrooms, but also from other criteria of an ideological nature and educational or pedagogical positioning given this reality. We move from a macro analysis to a more concrete one that tries to define what, who and how the autonomous communities and the educational centers coordinate this process. This leads us to the consideration of at least three elements that are related to this decision-making process: the legislation that results from this reality, the specific organization of the educational centers, and the structures that have been created ad-hoc to respond to diversity. The process must be understood from a broad view of the situation that goes beyond that which is exclusively school-based. We must not forget that this is a matter of human rights, of democratically agreed-upon values, and of establishing appropriate conditions so that rights and values can be made possible within educational contexts. Without forgetting this macro perspective, the analysis includes the way in which communities present the cultural project and how this is manifested in the official curriculum in the form of practices that are determined by the construction of an image of childhood.},
organization = {This work has been developed following the partial reports carried out at the Spanish state level in the R+D project "Cultural Diversity in Schools": Discourses, Policies and Practices. Financed by the Ministry of Economy, Industry and Competitiveness (CSO 2017-84872-R): García-Lastra and Osoro Sierra (2018, 2019); Otero-Enríquez, García-Abad, Domínguez-Mujica, and P´erez-Caram´es (2019); Vallespir, Rinc´on, and Morey (2019); Venegas, Luque, Velasco, and S´anchez (2018). The methodological perspective used in these reports has been qualitative, combining the documentary analysis of legal and educational documents together with in-depth interviews to people in charge in the process of implantation of reforms in intercultural education in each autonomous communities.},
publisher = {Elsevier},
publisher = {International Journal of Intercultural Relations, vol. 84, 2021, pp. 181-190},
title = {Territory and treatment of diversity: The case of the Communities of Cantabria, Asturias, Andalusia, and Valencia (Spain)},
author = {García Lastra, Marta and Osoro Sierra, José Manuel},
}