L6 Education and Ethnic Cultural Inequality PDF

SOCIETY, FAMILY AND INCLUSIVE SCHOOL Course 2024-2025 Professor: Fatmanil Doner Lesson 6: Education and ethnic-cultural inequality  Expected learning outcomes of this lesson: LOS 1. To know the relationship of the school with society through sociological concepts identifying: (a) The fundamental...

SOCIETY, FAMILY AND INCLUSIVE SCHOOL Course 2024-2025 Professor: Fatmanil Doner Lesson 6: Education and ethnic-cultural inequality  Expected learning outcomes of this lesson: LOS 1. To know the relationship of the school with society through sociological concepts identifying: (a) The fundamental types of social inequality (social class, gender and ethnic culture) that the school fights and reproduces. LOS3. Understand how the relationship between school and society in each historical moment supposes: b) A different way of approaching the issue of social inequalities: as social reality and their impact on education. 6.1. BASIC CONCEPTS: RACE AND ETHNICITY 4  6.1. BASIC CONCEPTS RACE * Race refers to the social construction and categorization of people based on perceived shared physical traits that result in the maintenance of a sociopolitical hierarchy. It is based on the consideration of collective, hereditary and unalterable physical and biological characteristics (colour of the skin, hair, eyes, shape of the face and general physical appearance), linked to a common origin. It attributes to physical features a valuational significance (better/worse; good/bad) in terms of ability, intelligence, degree of civilization. 5  6.1. BASIC CONCEPTS ETNIA/ ETNICITY * Ethnicity is a characterization of people based on having a shared culture (e.g., language, food, music, dress, values, and beliefs) related to common ancestry and shared history. Human community defined by racial, linguistic, cultural, etc. affinities. Group/collective that bases its differentiation from other populations on cultural particularities: language, religion, certain customs/traditions, etc. 6 6.2. ETHNIC DIVERSITY AND SCHOOLING 7  6.2. ETHNIC DIVERSITY AND SCHOOLING Conditions: The migration process Origin formation and apprenticeship schemes Linguistic differences with the country of origin. Also to take into account: non-uniform migrant families (families without all the members in Spain; families constituted "in steps" by regrouping; new "transnational" families, etc.) and with different modalities (single- parent, divorces and new pairings, etc.). 8  6.2. ETHNIC DIVERSITY AND SCHOOLING Do not forget the social origin of migrants. Often there is a double impact: ethnic minority and social class origin. Lack of resources to compensate for disadvantage (e.g. after-school classes). In some cases, family pressure in terms of studies (greater educational expectations to obtain better job opportunities than parents) or lack of incentives. 9  6.2. ETHNIC DIVERSITY AND SCHOOLING There can be a phenomenon of concentration in certain neighbourhoods and, consequently, in schools, mostly public, which can lead to school segregation. Educational outcomes for minority children are much more a function of their unequal access to key educational resources, including skilled teachers and quality curriculum, than they are a function of race. 10  6.2. ETHNIC DIVERSITY AND SCHOOLING (2023) The number of foreign students rises to 944,992 after increasing 37% in 6 years. 11  6.2. ETHNIC DIVERSITY AND SCHOOLING https://www.inclusion.gob.es/oberaxe/ficheros/ejes/analisis/Pres_integracion_sistemaeducativo71022.pdf 12 PRACTICE NOV 4 - Watch the video at https://www.youtube.com/watch?v=j7w2Gv7ueOc - Try to find which concepts he is using related to our class -What is the problem with Office hours? -What are the problems in the college and what can be done?  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Onion Boado (2014) The relationship between family and school characteristics and the gap in children's mathematics knowledge at the end of primary school is analyzed. Questions to ask: 1. Is a worse position of immigrant children already detected in primary education in terms of their results in the most important curricular subjects? 14 6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 15  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 2. What is the reason for the immigrant disadvantage in such early stages of the educational trajectory? There are several candidate factors to explain this situation. Broadly speaking, it can be due to two sets of factors depending on whether they originate in the home or in schools. 16 6.3 IMMIGRATION AND EDUCATIONAL ACHIEVEMENT The impact of household characteristics 17  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT A more creative indicator than the previous one to measure differences in the cultural capital of families: an estimate of the number of books in the household. 18 6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 19  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT While barely 30% of native households report having fewer than 25 books, among immigrant households, the volume of those concentrated at this level is almost 60%. Cultural capital is not the only resource that households can accumulate to help their children overcome the obstacles imposed by the education system. Financial resources could be used to choose better schools or to stimulate children additionally with extracurricular activities, etc. 20  6.3. IMMIGRATION AND EDUCATIONAL ATTAINMENT Impact of school Apart from families, the education system may also be responsible for inequality in educational achievement. Two indicators of school performance: ownership of schools and average socio-economic composition of the student body. And another to indicate: age at the start of schooling. 21  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Are the children of immigrants accruing the same advantage as those of natives through early schooling? - The gap between migrant and native children increases even when the former are enrolled in school before the age of two. 22 6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 23  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Impact of the ownership of the centre The children of those born outside Spain are much more represented in the public segment of the school market than the children of those born in Spain. While 84% of the former attend public education, only 62% of the latter do so. 24 6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 25  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Conclusions Students of immigrant origin in Spain show credible signs of disadvantage from a very early age. 26  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT The Spanish education system, which has traditionally been described as highly equitable in the framework of international studies that compare the competencies of students in secondary (PISA) and primary (TIMMS and PIRLS), has a challenge to face in the school integration of immigrant children. 27  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT The general pattern found is that immigrant households have poor access to educationally relevant resources: parental education, socio- economic status and cultural capital. 28  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT The beneficial effect of early education that has been shown as a very robust conclusion from the best international literature is less positive for the children of immigrants in primary education than for the children of natives. 29  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Contrary to common belief, schools seem to contribute little to the differences between students from immigrant and native backgrounds. 30 What are the patterns of racial and ethnic relations? Patterns of racial and ethnic relations REJECTION ACCEPTANCE Genocide Assimilation Population transfer Multiculturalism Internal colonialism Interculturalism Segregation Assimilation The process by which the minorities or subordinate groups take on the characteristics of the dominant group and are eventually accepted as part of it: A+B+C= A Conditions: -Large differences between dominant and subordinate groups -The dominant group refuses to accept minorities as equal -The minorities want to retain their own characteristics Levels of assimilation 1- Cultural Minorities take on the cultural characterisitics of the dominant groups: -language -customs -clothing and appearance -religion, etc. «Indian schools» TV series 1923 2- Structural Elimination of all forms of discrimination (individual/institutional): -Educational -Economic/ work place -Political/ voting -Health/ health care -Marriages/ family -Criminal justice/ law systems Affirmative action 3- Biological Biological assimilation à amalgamation Removal of legal obstacles: -Anti-miscegenation law -interracial relationships/ marriage bans 4- Psychological Change in racial and ethnic self-identification Obstacles: Rejection by the dominant group More difficult if minority group members look very different from the dominant group members Source: Prof. Christine Monnier, https://www.slideshare.net/slideshow/assimilation-53930008/53930008 Assimilationism In educational institutions, an assimilationist approach may be evident in curricula that prioritise the history, literature, and cultural perspectives of the dominant group while neglecting or marginalising those of minority communities. Assimilation is when you get rid of what makes you unique, different and special to fit in with the majority norm. For ex. Students from minority cultures might stop wearing traditional clothes, eating the way they do at home or speaking their mother-tongue. Multiculturalism Multiculturalism is a state of a society that encompasses multiple cultures and ethnic groups that exist side by side, but do not necessarily cooperate. Since multiculturalism doesn’t necessarily imply interactions between different cultures, but simply coexistence. ( Can foster alienation and even segregation within the community? ) Source:https://www.slideshare.net/slideshow/multicultural-education-77436116/77436116#1 (Dr. Mothukuri) Interculturalism Management of diversity «intercultural as a result of dissatisfaction with the existing multicultural/ assimilationist models in Europe» (Zapata-Barrero, 2017) In the1970s in France, intercultural policy was a part of education policy focused on the «value of reciprocity and exchanges». Classes of integration: positive interaction and comprehension Intercultural education: a policy referred to food, language, history of country of origin, and «everyday diversity» Mutual acceptance in the school and in the neighborhood No one is left behind since everyone learns from others how to understand each other’s culture, traditions, and values. What is intercultural education? The education based on values like tolerance, empathy, respect, solidarity and mutual assistance Main objectives of intercultural education: -enhancing the efficiency of intercultural relations -increasing tolerance and acceptance towards those who are different -training people to make them perceive, accept and respect diversity for mediating social relations. Language of communication, religion, social practices, clothing, diet, leisure, traditions, norms, and habits  Teaching the students to value their own culture or ethnicity, we help them developing their self esttem and personal identitiy. In addition, if we teach them how to properly value other cultures or ethnic groups we help them developing naturally in the society. The conditions for a successful achievement in intercultural education --creating balance between the various goals of education (on qualifications, cultural, social and personal development); -providing opportunities for communication and cooperation in heterogeneous groups; -providing equal opportunities to participate in classroom interactions: creating the necessary conditions for the participation of all students in the educational process and focusing attention on knowledge and skills of each child; -reflecting in the school curriculum the characteristics of the multicultural society ( not a curriculum oriented towards ethnocentrism but globalization); -presenting information from different perspectives in order to stimulate critical thinking and awareness of diversity. Source: Apriliantly W, https://www.slideshare.net/slideshow/intercultural-education-88975618/88975618#10 Cultural Clash A culture clash is a conflict between cultures, or a disagreement arising between two parties of different beliefs, values, and practices. Conflict occurs between or within cultures as an inevitable reaction to handling differences. Behavior and perception of the situation affect the likelihood of resolution. For ex. Tolerance and patience help diminish problem, whereas disrespect and feelings of superiority provoke the situation and turn it into discrimination, exclusion, and even conflict. Assimilating different cultures require adaptability, understanding, communication? https://www.youtube.com/watch?v=qcXJN45wvjA Watch the video for concepts: Multicultural, intercultural, transcultural, crosscultural https://www.slideshare.net/slideshow/inequalities-of-race-and-ethnicity-in-education/250981594  VIDEO Video: "Entre les murs" by Laurent Cantet. Part 1, 2 and 3. https://www.youtube.com/watch?v=W97XRLnM5lU 31