Llevot, N. y Bernad, O. (2016). La mediación gitana: herramienta performativa de las relaciones entre escuela y familia. Revista Electrónica Interuniversitaria de Formación del Profesorado, 19(1), 99-110.
Resumen:
El artículo analiza cómo realizan la mediación intercultural las asociaciones de inmigrantes de origen africano de tres comunidades autónomas (Cataluña, Valencia y Navarra) y qué caracteriza a sus actores. El análisis se basa en una encuesta realizada a 206 asociaciones de inmigrantes y en 30 entrevistas: 15 a directivos, 10 a administraciones y entidades que trabajan con ellas, y 5 a inmigrantes no asociados. Los resultados apuntan a que las asociaciones son espacios de convivencia, pero una parte importante de ellas carece de objetivos específicos claros en sus planteamientos de trabajo con sus usuarios y otros agentes sociales. También hemos visto que la mediación es una práctica incipiente en las asociaciones, al contrario de lo que sucede en el seno de las instituciones españolas del ámbito educativo, sanitario y familiar. Por otra parte, hemos apreciado que las asociaciones africanas desvirtúan, a menudo, el concepto de mediación considerándola simplemente como una conversación entre los suyos.
Digital media for family-school communication? Parents’ and teachers’ beliefs
Macia Bordalba M. & Garreta Bochaca J.(2019). Computers & Education.
Abstract
The use of digital media for parent-teacher communication is increasing. However, many parents and teachers are still reluctant to use such media to enhance two-way pedagogical communication between parents and teachers. This paper explores the parents’ and teachers’ beliefs regarding the use of e-mails and online platforms for two-way communication. We first
developed a theoretical model as an adaptation of the Decomposed Theory of Planned Behaviour tailored specifically to address technological acceptance in parent-teacher interactions, which shows the most important beliefs that support or constrain the use of digital media for family-school communication. Then we compared the participants’ views (parents and/or teachers from ICT schools and non-ICT schools) on using e-mails and online platforms in order to provide a more context-based understanding of the beliefs influencing the use of digital media for parent-teacher pedagogical communication. The data were obtained from interviews with 30 families and 35 teachers from 11 different schools in Spain. The findings revealed that parents and teachers hold a set of beliefs about the use of digital media: beliefs about the medium (based on the characteristics of e-mails and online platforms) and beliefs about the context (based on their perceptions of the setting and of themselves), with the latter being the most important barriers to the use of digital media, particularly for teachers. The findings also showed that parents and teachers display more positive stances on the use of digital media in schools where the management team promotes the use of e-mails or online platforms for family-school communication. A major implication of these findings is that management teams should take the first step to introducing digital media to communicate with families. These findings are also important for researchers as they provide a framework to guide further studies, and give an insight into a field in which the literature is scarce.
Link: https://doi.org/10.1016/j.compedu.2019.01.006
ElSevier: https://authors.elsevier.com/a/1YPy-1HucdHy7X
Religious education in state primary schools: the case of Catalonia (Spain)
Garreta-Bochaca, J., Macia-Bordalba, M. & Llevot-Calvet, N. (2018). British Journal of Religious Education, 28, 1-11.
Abstract:
In a pluricultural and multi-religious world, with high levels of social secularisation, the role of religious education in schools (especially in statefunded schools) has inundated political and academic debate throughout Europe, which is becoming increasingly more committed to integrating, nonconfessional models. In this context, it is essential to analyse how religious education is managed in countries whose relationship between state and religion is still firmly rooted (as is the case of Spain), and what the action of schools and families is in contexts where confessional religion is maintained in schools. Based on a quantitative study of 380 representatives of primary school management teams, it is seen that one in four schools does not teach any type of religion, either due to a lack of demand from families or
because the school chooses not to do so. In addition, the study shows the practical limitations of the confessional model to provide a response to the religious and secular diversity of our time, as the implementation of minority
confessions is very scant while there is a primacy of the catholic confession in the religion subject.
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Link: https://doi.org/10.1080/01416200.2018.1437392