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Multiculturalism in education in Spain

100%
Szczurkowska S.
Studia z Teorii Wychowania
|
2015
|
issue 4 (13)
109-125
EN
The article addresses the multifaceted issues of cultural diversity in contemporary Spain. Multiculturalism is perceived from the perspective of ethnic minorities and immigrant students in, mainly, compulsory schooling. Legal framework for the school system is followed by the description of inequalities in education. The aspect of segregation or even marginalization of immigrant alumni and their significantly lower achievement (after PISA reports), when compared to native peers, is strongly emphasized. A section dedicated to linguistic pluralism in the Autonomous Communities of Catalonia, the Basque Country and Galicia, gives the way to the country's legal background, as regards cultural diversity. There are also considered the aspects of support through compensatory programmes in the classroom in the light of the policy of normalization.
2
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Rola systemu edukacji w procesach adaptacji migrantów do struktury społecznej. Rozważania na bazie założeń dotyczących alokacyjnej funkcji systemu szkolnego

63%
Mikiewicz P., Sadownik A., Jurczak-Morris M.
Rocznik Lubuski
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2018
|
vol. 44
|
issue 1
109-126
EN
The article discusses education mechanisms as a tool of individuals’ social allocation in the social structure. It presents sociological theories of inequality in education, ascertaining on their basis that the institution of school does not provide equal opportunities to its participants. In particular, migrants’ children, on whom the study focuses, are disadvantaged in this matter. Further, the text discusses possible ways of reducing these educational inequalities; three main directions of the integration policy, which should be followed both on the system and the school level, are distinguished and presented.
PL
Artykuł ukazuje mechanizmy edukacji, stanowiące narzędzie społecznego ulokowania jednostek w strukturze społecznej. Tekst prezentuje rożnorodne teorie socjologiczne na temat nierowności w polu edukacji, konstatując na ich podstawie, iż instytucja szkoły nie zapewnia jednakowych szans jej uczestnikom, w szczegolności zaś dzieciom migrantow, ktore stanowią głowny przedmiot powziętych badań. Ponadto, w tekście odnaleźć można rownież sposoby redukcji tychże edukacyjnych nierowności; wyodrębnione i opisane zostały trzy głowne kierunki, w ktorych powinna dążyć polityka integracyjna, zarowno na poziomie systemowym, jak i szkolnym.
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