Education and Immigration: A Problematic Dichotomy?

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Show simple item record ALEGRE CANOSA, Miguel Angel 2011-04-19T12:49:47Z 2011-04-19T12:49:47Z 2008
dc.identifier.citation Revista de Educacion, 2008, 345, 61-82
dc.identifier.issn 0034-8082
dc.description.abstract This article frames in a double-side approach towards what has been considered as a problem as regards the schooling of an increasing number of immigrant students. First, it is necessary to analyse the contribution made by the specificities of these students into the general diversity present in classrooms. This article defends the idea that the 'level of specificity' of immigrant students' educational needs, in contrast to those of native students, has to do with three basic variables:The age of arrival and of entrance at school; the level of competence in the language of instruction; and the educational path followed in the country of origin. Second, the article deals with those features of the Spanish school system, networks and policies within which one can interpret why those educational specificities of certain immigrant pupils end up being 'problematic'. This second exercise frames the critical review of some policies that, trying to correct the perverse effects of the implementation of quasi-market logic in the field of school access-admission, have been developed in Spain to favour an even distribution of immigrant students among schools.The arguments here supported take as a base certain evidences derived from PISA 2003, as well as the conclusions reached by other quantitative and qualitative research works.
dc.language.iso es
dc.publisher Ministry Education & Science
dc.subject immigrant students
dc.subject diversity
dc.subject school access
dc.subject school composition
dc.subject comprehensive education
dc.subject equity
dc.subject social segregation
dc.subject educational policy
dc.title Education and Immigration: A Problematic Dichotomy?
dc.type Article
dc.identifier.startpage 61
dc.identifier.endpage 82
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dc.identifier.issue 345

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