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

By Belén Agrela Romero, Esther Márquez Lepe, María García-Cano Torrico and Eva Mª González Barea.

Published by The Social Sciences Collection

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Article: Electronic $US5.00

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 also 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 working groups in schools. The project presented points out different activities that should be carried out in a one-year period. These activities respond to two objectives: first, to identify and analyze the teachers’ 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 Seville 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 Seville, 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

The International Journal of Interdisciplinary Social Sciences, Volume 2, Issue 5, pp.249-256. Article: Print (Spiral Bound). Article: Electronic (PDF File; 552.835KB).

Dr. Belén Agrela Romero

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

Dr Belén Agrela Romero is an Assistant Professor at the Social Work University School in the University of Jaén. She studied Political Sciences and Sociology and holds a B.A. in Social Work. Belén Agrela has a PhD graduate degrees in Anthropology and Social Welfare. She is an expert on Public Policies, Social Work and Migrations. She has conducted her researches at the University of UQAM (Montreal), SPIRIT (University of Denmark) and CCIS (University of San Diego, California). She has taught at the University of Granada and the University of Jaén. Her professional interests also include Gender and Migration.

Dr. Esther Márquez Lepe

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

Dr Esther Márquez Lepe studied Political Sciences and Sociology and conducted her Doctoral Studies in Social and Cultural Anthropology at the University of Granada (Spain). She received her Doctorate in Anthropology with a Ph.D. thesis on Migratory Processes and Public Policies (Spanish Parliamentary Discourse on Migrations). Currently, she is a Professor at the Institute for the International Education of Students – Granada, where she teaches Intercultural Education and Intercultural Competences.

Dr. María García-Cano Torrico

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

Dr María García-Cano Torrico studied Education and conducted her Doctoral Studies in Women Studies at the University of Granada (Spain). She received her doctorate in Social Anthropology. She has taught Educational Anthropology, Discourse, Racism and School, Intercultural Education and Cooperative Learning, among others, at the University of Granada. She has conducted ethnographic fieldwork with migrant communities, training on Gender in Málaga and researches on Intercultural Education in Southern-Spanish schools (Huelva and Sevilla).

Dr. Eva Mª González Barea

University of Murcia, Murcia, Spain

Dr Eva María González Barea studied Education and conducted her Doctoral studies in Social and Cultural Anthropology at the University of Granada (Spain). She received her Doctorate in Anthropology with a Ph.D. thesis on Migratory Processes and Higher Education (Moroccan Students in Spanish Universities). Today, she is a Professor in the department of Didactics and School Organization at the University of Murcia, where she works on intercultural education.


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