07. Social Justice and Intercultural Education
Poster
Return Immigration in Galicia and its Socio-educational Impact on Local Government
Alexandra Miroslava Rodríguez Gil, Jesica Núñez García, Tania Ramos García
Universidade de Santiago de Comspostela, Spain
Presenting Author: Núñez García, Jesica
Migratory flows are movements with a long history of research in the field of Social Sciences in general and in pedagogy in particular. In contrast, the phenomenon of return migration does not seem to have sufficient literary support, despite its economic, educational, social, cultural and demographic implications and consequences (Egea, Nieto, & Jiménez, 2002; Vilar et al., 2008).
The European population has traditionally been migrants, either within the EU borders or beyond them, leading some of the massive displacements that have taken place in past centuries. One fact to highlight is that, within the Spanish population, and specifically the Galicians, have led these migrations over time, normally directed towards the countries of South America or towards the European continent itself after the Second World War (Pujol, 2009). One characteristic of this group is that they conceived migration as a limited temporary displacement, which is why the idea of return was always a common aspect in their social imaginary.
However, at the end of the 20th century Europe, and particularly Spain and Galicia, went from being a territory in which there was more emigration to one in which immigration abounded (Santos Rego & Lorenzo, 2009; Vázquez, Pérez-Caramés & Contreras, 2018; Domínguez-Mujica, Rodríguez-Rodríguez, & Santana-Rivero, 2021), and in which, already in the 21st century, the phenomenon of return gained strength, especially in Galicia.
Thus, according to the IOM (2019), return, at the international level, can be understood as the movement of people who, after having left their usual place of residence across an international border, decide to return to their country of origin. However, it is important to note that within a person's migratory process, return does not necessarily mean the culmination of their migratory cycle (Arjona & Checha, 2005).
Since the beginning of the 21st century, there has been a significant return of emigrants, so that some Galician municipalities seem to be experiencing a sudden and accentuated population change, as their censuses are increasing considerably. This increase has consequences for the local community, so that it is possible to represent different changes in the social, cultural and educational spheres, among others. Moreover, it is necessary to point out that at present, returned migrants are a heterogeneous group (Egea & Rodríguez, 2002), with a predominance of young people and with "permanence projects" in and for the family environment (Santos Rego & Lorenzo, 2009).
It is understood, therefore, that political solutions must be considered in the public sphere with the aim of favouring, by all possible means, the inclusion of returnees, with a guaranteed minimum quality of life. It is logical, therefore, that there is a demand for far-reaching research on this issue, which is in no way incompatible with the design and activation of effective measures in the social, economic, cultural and educational fields (Egea et al., 2002).
For this reason, we pose the following research problem in the framework of a doctoral thesis in preparation: What effects does the phenomenon of return migration have at the socio-educational level in the Galician local administration?
Methodology, Methods, Research Instruments or Sources UsedThis is a descriptive research, whose axis is none other than the exploration of the phenomenon of return migration in Galicia, together with its social and educational implications. Thus, our general objective is to analyse the state of return migration in Galicia, in order to know the socio-educational impact derived from this social phenomenon in the local administration.
The study is based on a mixed methodology, which attempts to overcome the classic confrontation and opposition between quantitative and qualitative approaches (Torrado, 2004). Specifically, it is an ex post-facto study where we will use different research techniques to collect information on the group under study.
The participants correspond to four groups (municipal technicians, returned migrants, associations and political managers) from a representative sample of town councils in the Autonomous Community of Galicia, which will be chosen by means of intentional sampling among those with the highest incidence of the phenomenon studied with respect to the total population.
In order to carry out this research, techniques and instruments will be used, such as documentary analysis of policies, plans, programmes and socio-educational projects aimed at the returnee population. A semi-structured interview addressed to technicians of education/social services of the local administration with responsibilities in this field. Focusing on the classification of Massot, Dorio and Sabariego (2004) we can consider that, according to the moment in which it is carried out, it would be an initial interview; according to the means by which it is carried out, it would be a personal interview, since it would be carried out in first person, maintaining a direct contact between interviewer and interviewee. In addition, a questionnaire will be used which will be filled in by Galician returnees and which will include different Likert-type scales (socio-biographical aspects, migration project, socio-educational profile, inclusion in the host society and civic-social perspective) together with open questions. On the other hand, a semi-structured interview will be conducted with those responsible for municipal policy on education and/or social services and, finally, a discussion group will be held with those responsible for associations and groups of returned immigrants in order to analyse the expectations, problems and needs of this group.
Conclusions, Expected Outcomes or FindingsGiven that it deals with a subject of no small social relevance insofar as it affects a considerable number of Galician men and women. The carrying out of this research work may represent a special contribution from the perspective of social pedagogy, with emphasis on those axes of socio-educational knowledge linked to inclusion and the development of civil society. Therefore, it can be said that the 'return effect' is not without theoretical - and applied - value, especially in the social sciences linked to the subject of migration.
In short, the aim of this study is to find out the socio-educational profile of returnees in Galicia, as well as the different variables that define their migratory project. On the other hand, the aim is to analyse the socio-educational impact of the arrival of this group in local communities and their level of inclusion in the host society. In addition, we aim to understand the participatory dynamics of returnees based on their civic-social involvement. Finally, plans, programmes and projects addressed to returnees in Galicia will be identified in order to know if they are sufficient, adequate and coherent, and thus be able to define possible medium-term socio-educational intervention plans.
ReferencesDomínguez-Mujica, J., Rodríguez-Rodríguez, M., & Santana-Rivero, C. (2021). La migración de retorno diferida generacionalmente entre Cuba y Canarias. En J. L. García Rodríguez. (Ed.), Geografía, cambio global y sostenibilidad. Comunicaciones del XXVII Congreso de la Asociación Española de Geografía, Tomo II: Territorio, desigualdad y enfermedades (pp. 371-386). Asociación Española de Geografía, AGE y Departamento de Geografía e Historia de la Universidad de La Laguna. http://doi.org/10.25145/c.27.Asociacion.Geografia.2021.17
Egea, C., Nieto, J. A., & Jiménez, F. (2002). El estudio del retorno: aproximación bibliográfica. Migraciones y Exilios: Cuadernos de la Asociación para el estudio de los exilios y migraciones ibéricos contemporáneos, 3, 141-168.
Egea, C. & Rodríguez, V. (2002). Determinants of migration in the Province of Jaen, Andalusia. Espace, populations, sociétés, 109-124
Massot, I., Dorio, I., & Sabariego, M. (2004). Estrategias de recogida y análisis de la información. En R. Bisquerra, Metodología de la investigación educativa (pp. 321-357). La Muralla.
Organización Internacional para las Migraciones (OIM) (2019). Glosario de la OIM sobre Migración. Derecho Internacional sobre Migración, 34. https://publications.iom.int/system/files/pdf/iml-34-glossary-es.pdf
Pujol, M. (2009). Políticas lingüísticas y de integración en materia de emigración en Europa como reflejo de la construcción de los estados-nación. Lengua y migración, 1(1), 75-120.
Santos Rego, M. A. & Lorenzo, M. M. (2005). Las coordenadas educativas de los emigrantes. Europa como representación. Revista De Investigación Educativa, 23(1), 113-131.
Santos Rego, M. A. & Lorenzo, M. M. (2009). La participación de las familias inmigrantes en la escuela. Un estudio centrado en la procedencia. Revista de educación, 350, 277-300.
Torrado, M. (2004). Estudios de encuesta. En R. Bisquerra, Metodología de la investigación educativa (pp. 231-257). La Muralla.
Vilar, J. B., Gómez, J., Egea, P. Mª, & Vilar, Mª. J. (2008). Migración de retorno desde Europa. Su incidencia en la modernización de la Región de Murcia (1975-2005). Servicio de Publicaciones de la Universidad de Murcia.
Vázquez, I., Pérez-Caramés, A., & Mosquera, S. (2018). Nuevas culturas asociativas en un contexto de cambio social. Análisis de la evolución del tejido asociativo inmigrante en Galicia (2006-2016). Papers, 103(4), 493-520. https://doi.org/10.5565/rev/papers.2504
07. Social Justice and Intercultural Education
Poster
Cultural Knowledge of Students for Primary School Teachers.
Dorien Petri1, Annelies Kassenberg1, Eddie Denessen2, Margreet Luinge1, Klaas van Veen3
1Hanze University of Applied Sciences; 2Radboud University Nijmegen; 3University of Groningen
Presenting Author: Petri, Dorien
The Dutch society is becoming increasingly more linguistically, culturally, ethnically and racially diverse (CBS, 2022). This trend is reflected in the primary school student population, with more students with varying cultural backgrounds, who differ in their habits and traditions at home or who speak another language at home than at school (CBS, 2022). When teachers are able to respond to varieties in students’ (family) cultures, (language) backgrounds, histories, experiences and educational needs, they can enrich their education through culturally relevant teaching (e.g., Banks, 2004; Delpit, 1995). To do so, teachers need knowledge about the background of their students, also called cultural knowledge. However, it seems to be unclear what is specifically understood by the content of cultural knowledge. The aim of this scoping review is to get more insight in the content and dimensions of cultural knowledge for primary school teachers.
To get an understanding of the knowledge that would count as ‘cultural knowledge’, frameworks such as Culturally Responsive Teaching (CRT) (Gay, 2010) can be helpful. According to Gay, teachers can use cultural knowledge about students to make learning meaningful. Cultural knowledge can relate to diverse contexts of children’s development. A theory that maps those contexts, is Bronfenbrenner’s ecological systems theory (1977). This theory identifies multiple levels of the surrounding environment, from immediate family settings to broad cultural values. The frameworks of CRT and ecological systems theory guided our search for specific descriptions of what can be meant by the concept of cultural knowledge.
In previous research, cultural knowledge has been described as knowledge of students and their characteristics, which means teacher’s understanding of the specific students they teach and includes their racial, ethnic, socio economic, cultural and linguistic backgrounds (e.g. Bialostok, 2019; Shiver et al., 2020; Lee, 2010), their out-of school experiences (e.g. Dunsmore, Ordoñez-Jasis, & Herrera, 2013), their home lives (e.g. Kenner & Ruby, 2013; Settlage, 2004), their communities (e.g. Ajayi, 2014; Flint & Jaggers, 2012) and their culture (e.g. Jackson, 2013). These descriptions of relevant domains still seem quite abstract and not very specifically described. This lack of clarity about the concept of cultural knowledge can make it difficult for schools and teachers to use this concept in their approach of students in multicultural settings. Also, there seems a lack of clarity regarding the domains that constitute to the concept of cultural knowledge. Different researchers use different scopes or perspectives of the concept of cultural knowledge, depending on their background and paradigm. As a result, the domains in one study are focused on ethnicity and in another study on out of school experiences or language. This may lead to questions regarding the full capturing of this concept in research and the scope of study findings.
More clarity about the scope as well as further operationalization of the domains that constitute to the concept of cultural knowledge may give teachers opportunities to enrich culturally responsive teaching. Therefore, the present scoping review intends to identify, organize and concretize domains of knowledge that constitute the concept of cultural knowledge and to identify knowledge gaps regarding the concept of cultural knowledge.
Methodology, Methods, Research Instruments or Sources UsedWe followed the five framework stages that have been outlined for conducting scoping reviews (Arksey & O’Malley, 2005; Levac, Colquhoun, & O’Brien, 2010): (1) articulate the research question, (2) identify relevant studies, (3) select studies, (4) chart the data and (5) collate, summarize and report the results.
Stage 1
The present scoping review aims to answer the following two research questions: 1. Which domains of knowledge, according to the literature, are included in the concept of cultural knowledge of students? 2. How are these domains of knowledge organized and operationalized?
Stage 2
A literature search was conducted in five databases (Academic Search Premier, ERIC, PsycINFO 1887 – current, Web of Science and SOC Index) to map a range of domains that constitute the concept of cultural knowledge for primary school teachers. The search for studies was conducted in March 2022.
Stage 3
Study selection was conducted in two phases: 1) Title-abstract screening and 2) full-text screening of the articles that remained after step 1. Review selection was performed by two independent raters. We employed a key question regarding the quality and trustworthiness of the research methodologies. No studies were excluded based on their quality and trustworthiness.
In total, 1399 studies were reviewed, and 33 studies were included for data extraction.
Stage 4
Each of the 33 included studies were summarized and we collect information about (1) general characteristics (2) methodological characteristics and (3) thematic characteristics (e.g., examples or domains of cultural knowledge) in a charting form. We extracted all examples or domains of cultural knowledge from the articles that could be identified.
Stage 5
The general and methodological characteristics of included studies were summarized. This part of the analysis shed light on the areas of research in terms of country of origin and context, which allowed for a quick grasp of the breadth and scope in the research literature. For the thematic analysis we used a bottom-up research method (inductive analysis), which consists of three steps.
Step 1: We analysed the theoretical frameworks, the terms the scientists used for cultural knowledge, and the different domains that constitute the concept of cultural knowledge.
Step 2: We further analysed the domains of cultural knowledge. In consultation with the research team, we categorized the domains of cultural knowledge into contexts.
Step 3: In consultation with the research team, we concretized the domains of cultural knowledge.
Conclusions, Expected Outcomes or FindingsThe scoping review indicated that the concept of cultural knowledge is a broad concept. We have identified fifteen domains of cultural knowledge. The identified domains were hobbies/interests, ethnicity, characteristics of a student or characteristics of a family, cultural identity/life, language and communication, school, history, social network, literacy, religion, socio economic status, migration and home (place). The identified domains of cultural knowledge are related to students themselves and their families and communities. The review has resulted in concretizations of each domain. The domain language and communication includes, for example, the different languages that a child speaks and the linguistic needs that a student has; the domain family characteristics includes the number of family members and the division of labor in the home and the domain socio economic status in the community refers to the location and places in the community, such as culturally relevant spaces, parks, neighbourhoods and shops. The overview of the domains, as well as the organization into contexts and the concretization of the domains, can help schools and teachers to delve into the cultural background of students and to enrich their teaching.
This study aims to contribute to conceptual clarity of the concept of cultural knowledge. This clarity can contribute to research and educational practice. In a next phase, we want to explore how cultural knowledge can be used to strengthen teachers' culturally responsive teaching.
ReferencesAjayi, L. (2014). Investigating Effective Teaching Methods for a Place-Based Teacher Preparation in a Rural Community. Educational Research for Policy and Practice, 13(3), 251-268. https://doi.org/10.1007/s10671-014-9162-z
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8, 19–32. https://doi.org/10.1080/1364557032000119616
Banks, J. A. (2004). Multicultural Education: Historical Development, Dimensions, and Practice. In J. A. Banks, & C. A. M. Banks (Eds.), Handbook of Research on Multicultural Education (2nd ed., pp. 3-29). San Francisco, CA: Jossey-Bass.
Bialostok, S. (2019). Reflections on an ethnographic project with elementary educators on the Wind River Reservation: A cautionary tale. Annals of Anthropological Practice, 43(1), 6-20. https://doi.org/10.1111/napa.12123
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32(7), 513. https://doi.org/10.1037/0003-066X.32.7.513
Centraal bureau voor statistiek. (2022). Rapport Integratie en Samenleven 2022. [Central Statistical Office. (2022). Integration and Living Together Report 2022]. Retrieved from: Rapportage Integratie en Samenleven 2022 (cbs.nl)
Delpit, L. D. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press
Dunsmore, K., Ordoñez-Jasis, R., & Herrera, G. (2013). Welcoming Their Worlds: Rethinking Literacy Instruction through Community Mapping. Language Arts, 90(5), 327-338. Retrieved from: https://www.jstor.org/stable/24574991
Flint, A. S., & Jaggers, W. (2021). You matter here: The impact of asset-based pedagogies on learning. Theory Into Practice, 60(3), 254–264. https://doi.org/10.1080/00405841.2021.1911483
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice, 2nd ed.: Teachers College Press.
Jackson, C. (2013). Elementary Mathematics Teachers' Knowledge of Equity Pedagogy. Current Issues in Education, 16(1). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1056
Kenner, C., & Ruby, M. (2013). Connecting Children's Worlds: Creating a Multilingual Syncretic Curriculum through Partnership between Complementary and Mainstream Schools. Journal of Early Childhood Literacy, 13(3), 395-417. https://doi.org/10.1177/1468798412466
Lee, J. S. (2010). Culturally Relevant Pedagogy for Immigrant Children and English Language Learners. Yearbook of the National Society for the Study of Education, 109(2), 453-473. https://doi.org/10.1177/016146811011201408
Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5, 69. http://dx.doi.org/10.1186/1748-5908-5-69
Settlage, J. (2004). The Use of Urban Students' Photographs as a Data Source and the Complexity of Their Elementary Teachers' Interpretations. Journal of Elementary Science Education, 16(2), 33-50. https://doi.org/10.1007/BF03173644
Shiver, V. N., Andrew, K., Richards, R., & Hemphill, M. A. (2020). Preservice Teachers' Learning to Implement Culturally Relevant Physical Education with the Teaching Personal and Social Responsibility Model. Physical Education and Sport Pedagogy, 25(3), 303-315. https://doi.org/10.1080/17408989.2020.1741537
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