Àlex Paniagua

ÁLEX PANIAGUA.

email: alex.pr.uab@gmail.com

Master on Ethnographic Research, Theory in Anthropology and Intercultural Relations, Bachelor in Social Anthropology (Outstanding Academic Achievement Award 2007) and Bachelor in Education at Universitat Autònoma de Barcelona. He is Predoctoral Researcher, full time grant holder in the FPU program 2011-2014 (funded by the Spanish Ministry Science and Innovation) at UAB, Department of Social Anthropology. He is now developing his PhD on family and community involvement and school reform.

He has been the principal investigador of the project “PAs, migrant families and social cohesion” at the Catalan Federation of PAs (FaPaC) which was part of his MSc Thesis and developed an intervention project funded by La Caixa in 2010 (ref. IC10/84).

He has been visitant researcher at Middlesex University (London), collaborating in a research project about the impact of the educational services of a migrant association. During this stage he reviewed current education trends at UK focusing on the role of Third Sector, its impact on BAME children and new forms of gobernance in educational institutions.

He has more than seven years of experience as a Primary and Secondary School Teacher.

 

RECENT PROJECTS COMPLETED

PA's, migrant families and social cohesion. 2010. IP: Àlex Paniagua. FaPaC (Catalan Federation of PA's) - UAB.

An evaluation of the education services of Day-Mer, Turkish and Kurdish Community Centre. 2011. IP: Alessio d'Angelo. Middlesex University.

Publications and Conference Presentations:

 

Paniagua, A. (2011). Partnerships in education as hegemonic imposition? Challenges and possibilities for the creation of critical intermediate spaces for educational reform. Paper presented at ECER 2011 Conference, Berlin, 13-16 September.

Paniagua, A. (2011). Community involvement and migrant families: potentials and dilemmas from the case of Catalonia. Paper presented at the conference “BME Children in London: Educational Needs and the Role of Community Organisations”, London, December, 2nd.

D'Angelo, A.; Paniagua, A. & Ozdemir, A. (2011). BME Children in London: Educational Needs and the Role of Community Organisations (An evaluation of the education services of Day-Mer, Turkish and Kurdish Community Centre), Middlesex University, London.

Paniagua, A. (2012). Letting Schools think community? Participation policies, migration and the role of community organizations. Paper presented at the Fifth Summer Seminar on Sociological and Political Research, Harvard University, Boston, 3-9 September.

Paniagua, A. (2012). Familias Inmigradas con hijos e hijas con necesidades educativas especiales: experiencias y relaciones con la escuela. Informe de Investigación [Migrant families with children with special education needs: experiences and relastions with the school. Research Report]. No publicado.

Paniagua, A. (2012). Tan fuerte como su eslabón más débil. El caso de las AMPA en la integración escolar y social de las familias inmigradas [As strong as its weakest link. The case of PAs enhancing involvement of migrant families]. Revista Complutense de Education, 24(1): 69-89.

Paniagua, A. (2013). Within the limits of equity and diversity: participation and experiences of migrant families with children with special education needs. Paper presented at 9th ERNAPE conference, Lisbon, 4-6 September.

Bereményi, B.A. & Paniagua, A. (2013). Participation as legitimising? A critical approach to the notion of participation as a political and methodological concept. Paper presented at ECER 2013 Conference, Istambul, 10-13 September.

Paniagua, A. (2013). El sistema de atención a la diversidad frente a la intersección entre educación especial y diversidad cultural [Managing diversity: the intersection of migration and special education needs], in: Cucalón, P. (2013) Etnografía Escolar e interseccionalidad [School Ethnography and Intersectionality]. Madrid: Traficantes de sueños.

Alamillo, L. & Paniagua, A. (2013) (Eds.). Producción y Reproducción de las elites [Production and Reproduction of elites]. Madrid: Traficantes de Sueños.

Bereményi, Bálint-Ábel; Paniagua, Alejandro. (2014). Una aproximación critica a la noción de participación como forma de gobernanza y herramienta metodológica [A critical approach to the notion of participation as a from of governance and as a methodological tool]. In: FAAEE (Ed.), Periferias, fronteras y diálogos. Actas del XIII Congreso de Antropología de la Federación de Asociaciones de Antropología del Estado Español. Tarragona, 2-5 September.

Paniagua, A. (2014). The participation of immigrant families with children with SEN in schools.  A qualitative study in the area of Barcelona. European Journal of Special Needs Education. DOI: 10.1080/08856257.2014.943565

Paniagua, A. (2014). The family as the answer to the paradoxes of schooling. Presentation given at the Research Apprenticeship Course directed by Dr. Carola Suárez-Orozco, Institute for Immigration, Globalization and Education (GSE-IE, UCLA). May, 9th.

Paniagua, A. & D’Angelo, A. (under review). Letting schools think community?  The role of Third Sector Organisations in supporting migrant families’ participation in Catalonia and London. Compare.

Paniagua, A. (under review). Enhancing the Participation of Immigrant Families in Schools through Intermediary Organizations? The Case of Parents’ Associations in Catalonia.” International Journal of Qualitative Studies in Education.

Paniagua, A. (under review). The Intersection of Cultural Diversity and Special Education in Catalonia: the Production of Exclusion through Constitutive Circularities.  Anthropology & Education Quarterly.

 

 

 

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