Cultural diversity from the perspective of social educators: a study in schools in Andalusia

Authors

  • Teresa Terrón-Caro Universidad Pablo de Olavide
  • Teresa Rebolledo Gámez Universidad Pablo de Olavide
  • M.ª del Rocío Rodríguez Casado Universidad Pablo de Olavide
  • Macarena Esteban Ibáñez Universidad Pablo de Olavide
DOI: https://doi.org/10.6018/j/233181
Keywords: Social educator, cultural diversity, school, inclusion.

Abstract

In Spain, attention to cultural diversity is one of the socioeducational challenges that school confront. The presence of immigrant students, among other things, has shown that it is necessary to undertake updated measures to attend this reality. Within the Andalusian context, this study aims to analyse how schools have managed cultural diversity, from the point of view of social educators or other educators in charge of inclusion programs. To do this, we have used a quantitative methodology based on a questionnaire designed for this research, which was distributed to all schools in Andalusia which had incorporated the figure of the social educator in the academic year 2009-10.

The information gathered has been treated statistically. The results point to a high complexity in the analysis of diversity management in Andalusian schools since no clear unitary points of reference in all the models could be found. It is argued that intercultural actions can foster the fight against inequalities, participation of the teaching community and the inclusion of diverse students, which surely leads to improving the quality of education for all the members involved.

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Published
29-07-2015
How to Cite
Terrón-Caro, T., Rebolledo Gámez, T., Rodríguez Casado, M. del R., & Esteban Ibáñez, M. (2015). Cultural diversity from the perspective of social educators: a study in schools in Andalusia. Educatio Siglo XXI, 33(2 Julio), 141–164. https://doi.org/10.6018/j/233181
Issue
Vol. 33 No. 2 Julio (2015)
Section
Artículos

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