Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/148059
Title: El context escolar com a generador de contradiccions en la construcció identitària de les adolescents catalanes filles de migrants del Marroc. L’acompanyament des de l’Educació Social
Author: Pascual Oroñez, Mercè
López Romero, Anna
Abstract: The first migratory flows that arrived in Catalonia at the end of the 20th century have found stability and roots in the host society. Descendants of migrant families now make up a significant part of the child and youth population attending schools and the management of this cultural diversity is a priority aspect of the administration. In the field of education, decrees and regulations have been adopted to guarantee equal opportunities, coexistence and cultural plurality, but the reality is quite different. The high rates of failure at school for the children and daughters of immigrants, the difficulty of access to higher education and the problems of coexistence alert us to irregularities in the system. My professional experience, accompanied by Catalan (pre) teenagers with Moroccan parents, has demonstrated the existence of elements that hinder their academic and personal development and growth that begin in primary and, subsequently, secondary education. An educational system still with hegemonic premises and postcolonial ideology that reproduces social hierarchicality, with teachers and children carrying stereotypes and prejudices towards the people of Moroccan origin. All of this fully encroaches on the identifiable construction of young women who grow up between two cultures and, some of them, go into a process of suffering. It intensifies during adolescence and will mark their sense of belonging to society. This work theoretically addresses these aspects, supported at the same time by the perception of four young people explaining, in the first person, their experiences within the school context and their impacts. In addition, with the emergence of social educators in educational establishments, we have the opportunity to fulfil our role of enabling and creating situations whereby the other feels identified, involved, valued and recognised, thus being able to access the social space that has been denied her.
Keywords: school
cultural diversity
identity construction
teen agencies
migration
social education
Gender studies
Type: info:eu-repo/semantics/bachelorThesis
Issue Date: 20-Jan-2023
Publication license: http://creativecommons.org/licenses/by-nc-sa/3.0/es/
Appears in Collections:Bachelor thesis, research projects, etc.

Files in This Item:
File Description SizeFormat 
mpascualoroTFG0123memoria.pdfMemòria del TFG825,9 kBAdobe PDFThumbnail
View/Open
Share:
Export:
View statistics

This item is licensed under aCreative Commons License Creative Commons