Show simple item record

dc.contributor.authorRodríguez-Izquierdo, Rosa M. 
dc.contributor.authorGonzález-Faraco, Juan Carlos
dc.contributor.authorGonzález-Falcón, Inmaculada
dc.date.accessioned2020-01-24T12:27:56Z
dc.date.available2020-01-24T12:27:56Z
dc.date.issued2020-01
dc.identifier.citationRevista de Educación nº 387 Enero-Marzo 2020es_ES
dc.identifier.doiDOI: 10.4438/1988-592X-RE-2020-387-438
dc.identifier.urihttp://hdl.handle.net/10433/7610
dc.description.abstractThe school uses, for the attention of foreign students, different well-meaning devices that define and measure the difference, recognize its exclusionary potential and seek to address it through various intercultural and inclusive policies. This paper analyzes one of these devices: the Temporary Classroom of Linguistic Adaptation (TCLA). Its purpose is to detect possible disagreements between the pedagogical actions that these classrooms promote, and the logic that sustains and justifies them. In other words, the contradictions and paradoxes that can occur between their normative-political discourses and their apparently inclusive practices. This study, basically ethnographic, has taken as fundamental epistemological references the approach or ¿problematic of knowledge¿ and ¿critical interculturality¿. Through a series of field observations and interviews with the main actors involved, the aim is to learn about the practices derived from the application of this device, how they are valued and how the meaning of dual inclusion-exclusion is interpreted in multicultural educational contexts. Specifically, twenty-eight interviews were conducted with directors, TCLA teachers and young people of foreign origin from various schools in four provinces of Andalusia (Cádiz, Granada, Huelva and Seville). The results of their analysis reveal a set of discordances that invite us to question the intercultural and inclusive meaning of these specific classrooms. In most cases, their pedagogical support is merely compensatory. In reality, its primary objective is to normalize difference, understanding it as a double deficiency, cultural and curricular, that must be compensated or corrected. In schooling, systems of reason that assign identity to subjects operate, often quietly. Their effects are especially evident in devices, such as these parallel classrooms, associated with policies of equity and attention to cultural diversity. Even if they claim to respond to inclusive policies, they can encourage segregation, discrimination and exclusion.es_ES
dc.description.sponsorshipEducación y Psicología Sociales_ES
dc.format.mimetypeapplication/pdf
dc.language.isoenes_ES
dc.language.isoeses_ES
dc.subjectpolíticas interculturaleses_ES
dc.subjectdiferencia culturales_ES
dc.subjectalumnado extranjeroes_ES
dc.subjectcultura escolares_ES
dc.subjectinclusión educativaes_ES
dc.subjectaula específicaes_ES
dc.titlePolíticas inter-culturales en la escuela: significados, disonancias y paradojases_ES
dc.title.alternativeInter-cultural policies at school: meanings, dissonances and paradoxeses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.description.versionPostprintes_ES
dc.relation.projectIDProyecto ¿Construyendo diferencias en la escuela. Estudios de las trayectorias de las ATAL en Andalucía, de su profesorado y de su alumnado¿ (Ref. CSO2013-43266-R). Ministerio de Economía y Competitividad, Gobierno de España.es_ES


Files in this item

This item appears in the following Collection(s)

Show simple item record