Reactions and approaches of educational policies to migratory flows: A comparative review of the cases of Chile and Catalonia

Abstract

This article presents the results of a research study aimed to explore and analyze the configuration process and current situation of educational policies for foreign students in Chile and the Autonomous Community of Catalonia. From a qualitative approach, and based on a comparative documentary study, an integral vision of the scenario of policies and instruments of public action for the schooling of foreign students was built in both contexts. The results show more contrasts than similarities. Among the differences, the different configuration processes of these actions are highlighted, where the evolution of the migratory phenomenon and the characteristics of their political and educational systems influence. They also contrast the areas addressed by these actions and the ways in which inclusive education for foreign students is materialized. The most relevant similarity is the incorporation of inclusive education and intercultural education as central approaches of both educational systems and of the actions in favor of the schooling of these students. The value of the comparative study lies in the extensive and in-depth look at the development of educational policies and public action instruments to address the accelerated flow of migrants in school systems.