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

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Published: 2021-05-24

Authors

Gabriela Quezada

Universidad de Barcelona

https://orcid.org/0000-0001-7171-579X

Pablo Rivera-Vargas

Universidad de Barcelona Universidad Andrés Bello

https://orcid.org/0000-0002-9564-2596

Carla Fardella

Universidad Andrés Bello

http://orcid.org/0000-0001-8936-2435

Keywords: educational policy; foreign students; migration and education; inclusion; Chile; Catalonia; documentary study

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.

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Author Biographies

Gabriela Quezada

Universidad de Barcelona

Jefa Nacional de Educación de Fundación TECHO-Chile. Trabajadora Social de la Pontificia Universidad Católica de Chile y Máster en Intervenciones Sociales y Educativas por la Universidad de Barcelona. Miembro del grupo de investigación ESBRINA — Subjetividades, visualidades y entornos educativos contemporáneos (2017SGR 1248).

Pablo Rivera-Vargas

Universidad de Barcelona Universidad Andrés Bello

Profesor Lector del Departamento de Didáctica y Organización Educativa de la Universidad de Barcelona (España). Doctor en Educación y Sociedad por la Universidad de Barcelona, y Doctor en Sociología por la Universidad de Zaragoza. Miembro del grupo de investigación ESBRINA — Subjetividades, visualidades y entornos educativos contemporáneos (2017SGR 1248) y del Instituto de Investigación en Educación de la Universidad de Barcelona.

Carla Fardella

Universidad Andrés Bello

Académica asociada de la Facultad de Educación y Ciencia Sociales en la Universidad Andrés Bello e Investigadora Asociada del Centro Núcleo Milenio Autoridad y Asimetrías de Poder. Máster y Doctora en Psicología Social de la Universidad Autónoma de Barcelona. Investigadora especializada en el estudio de la transformación del Estado y la implementación de Políticas Públicas en Trabajo, Educación y Ciencia.  

PDF (Español)

Published: 2021-05-24

How to Cite

Quezada, G., Rivera-Vargas, P., & Fardella, C. (2021). Reactions and approaches of educational policies to migratory flows: A comparative review of the cases of Chile and Catalonia. Education Policy Analysis Archives, 29(January - July), 71. https://doi.org/10.14507/epaa.29.6257