Immigrant Students and the Ecology of Externalization in a Secondary School in Spain

We examine how counselors, teachers, and other professionals at a secondary school in Madrid (Spain) understand cultural diversity and work with immigrant students' educational circumstances. Our analysis suggests that cultural diversity is largely construed as a problem and the explanation of...

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Bibliographic Details
Published in:Anthropology & education quarterly 2014-06, Vol.45 (2), p.185-202
Main Authors: Poveda, David, Jociles, María Isabel, Franzé, Adela
Format: Article
Language:English
Subjects:
Academic Achievement
Conceptualization
Counseling
Cultural Awareness
Cultural differences
Cultural diversity
Cultural Pluralism
Demographics
Demography
Discourse Analysis
Education
Education policy
Education systems
Educational Systems
Environmental Factors
Foreign Countries
Immigrant students
Immigrants
immigration
Learning Problems
Logic
Multiculturalism & pluralism
Outcomes of Education
professional discourses
Public Policy
Schools
secondary education
Secondary School Students
Secondary School Teachers
Secondary schools
Spain
Spain (Madrid)
Students
Teacher Attitudes
Teacher Role
Teachers
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Summary:We examine how counselors, teachers, and other professionals at a secondary school in Madrid (Spain) understand cultural diversity and work with immigrant students' educational circumstances. Our analysis suggests that cultural diversity is largely construed as a problem and the explanation of educational difficulties is organized around an "externalizing logic" in which responsibility for educational outcomes is transferred to process and programs outside "ordinary" teachers' realm of action. We analyze these discourses and institutional practices from an ecological perspective: within the context of the local changing demographics of the school, regional/national policy measures around diversity, and wider conceptualizations of cultural diversity in Spain's education system.
ISSN:0161-7761
1548-1492
DOI:10.1111/aeq.12058