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dc.contributor.authorALEGRE CANOSA, Miguel Angel
dc.identifier.citationRevista de Educacion, 2008, 345, 61-82
dc.description.abstractThis 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.publisherMinistry Education & Science
dc.subjectimmigrant students
dc.subjectschool access
dc.subjectschool composition
dc.subjectcomprehensive education
dc.subjectsocial segregation
dc.subjecteducational policy
dc.titleEducation and Immigration: A Problematic Dichotomy?

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