Research lines

ANTHROPOLOGY OF EDUCATION is the theoretical, ethnographic and comparative study of how different societies organize the transmission and the acquisition of culture and, specifically, of the enculturation and education processes in diverse and unequal contexts. This field in Anthropology critically approaches all the issues concerning the production of new cultural subjects in every generation. It focuses, therefore, in the learning experiences and environments of human beings from rearing practices through education systems, their structures and institutions, as well as their social, cultural and political dynamics and goals. The institutional reference of this field is the Council of Anthropology and Education (CAE), created in 1954 within the American Anthropological Association (AAA) http://www.aaanet.org/sections/cae/cae-home.html.

EMIGRA carries out projects in 4 lines of specialized research in the field of Anthropology of Education:

 

1) Migrations and Education

This line of research has been active since 1994 to the present day. Most of the doctoral dissertations completed by EMIGRA members have focused on education and migrations in different national and international projects. Having produced an important number of ethnographic studies in all the stages in the education system, which have contributed to fill in the scarcity in Spanish production in this area, this research line has focused specifically on the following issues: processes and experiences of marginalization of children and youth of immigrant origin in schools; impact of education policy and practice addressing their needs; relations between schools, families and communities in receiving societies; multilingual processes and intercultural relations in and out of school settings.

Selected EMIGRA publications in this line:

Pàmies, J., Carrasco, S.,  Narciso, L. (2012) A propósito de la acogida de alumnado extranjero. Paradojas de la educación inclusiva en Cataluña (España), Monográfico Migración y educación: desafíos para la integración, Revista Iberoamericana de Educación Inclusiva, vol. 5 (3)

Carrasco, S., Pàmies, J., Bereményi, B.A., Casalta, V. (2012) Más allá de la "matrícula viva". La movilidad del alumnado y la gestión local de la escolarización en Cataluña, PAPERS. Revista de Sociologia, 97 (2)

Carrasco, S., Pàmies, J.; Ponferrada, M.; Ballestín, B.; Bertran, M. (2011) Segregación escolar e inmigración en Cataluña: aproximaciones etnográficas, in F. J. García Castaño & S. Carrasco (eds.) Población inmigrante y escuela. Conocimientos y saberes de investigación. Textos reunidos en homenaje a Eduardo Terrén Lalana. Colección Estudios Creade, 5. Madrid: Ministerio de Educación, pp 367-400

Carrasco, S., Pàmies, J. & Ponferrada, M. (2011) Fronteras visibles y barreras ocultas: la experiencia escolar del alumnado marroquí en Cataluña y mexicano en California, Revista Migraciones, 29, pp 31-64

Casalta, V. (2011) De las prácticas escolares al habitus docente. El profesorado y la integración de los hijos e hijas de familias inmigrantes en la escuela, EMIGRA Working Papers, 129.

Paniagua, A. (2011) Tan fuerte como su eslabón más débil. El caso de las AMPA en la integración escolar y social de las familias inmigradas. EMIGRA working papers, 132.

Carrasco, S. & Gibson, M. (2010) La educación de los jóvenes de origen inmigrante en secundaria: algunas lecciones comparativas desde Cataluña y California, Revista del Ministerio de Trabajo e Inmigración, 90. pp 59-76

Ballestín, B. (2010) Los niños de la inmigración en la escuela primaria: identidades y dinámicas de des/vinculación escolar entre el ‘colour-blindness’ y los esencialismos culturalistas,  Poveda D., Jociles M.I., Franzé, A.) Etnografías de la infancia: discursos, prácticas y campos de acción. Madrid: La Catarata.

Ballestín González, B. (2010) Entre la força del prejudici i l'efecte Pigmalió: "cultures d'origen" i resultats escolars dels fills/es de famílies immigrades, Quaderns-e de l'Institut Català d'Antropologia, 15 (1), 61-89.

Carrasco, S., Pàmies, J., Bertran, M.  (2009) Familias inmigrantes y escuela: desencuentros, estrategias y capital social, Revista Complutense de Educación, Vol 20 (1), pp 55-78

Pàmies, J (2008) Identitat, integració i escola Joves d'origen marroquí a la perifèria de Barcelona. Col·lecció Aportacions núm.32. Observatori Català de la Joventut. Generalitat de Catalunya.

 

2) Migration, Children and Family

This line of research started in EMIGRA in 1999 with the creation of the Area of Immigration within the Institute of Childhood and the Urban World, and the elaboration of the first Reports on Children and Families in 2002 and 2005, directed by Dr. Silvia Carrasco. It explores the specificity of children, youth and families in international migrations and analyzes their living conditions and expectations in the receiving societies. EMIGRA defends in this line a child-centered view in opposition to the adult-centered perspective that prevails in the study of migrations. Other priorities of research include the comparative analysis of public policies and integration policies, as well as their impact on the lives of children, youth and families affected by migrations (Whitehead et al., 2005). Our projects focus, therefore, on those children who have accompanied their families during and after international moves and also those born in the new countries of settlement. This line has been strengthened in 2009 by joining the recently created CMI international network (Children, Migrations & Identities): http://www.swan.ac.uk/cmpr/Research/ChildrenandMigration/CMInetwork/

Selected EMIGRA publications in this line:

Ballestín, B., i Roca, C. (2011) La Infància i les famílies procedents de la immigració estrangera a Catalunya en xifres: població, llars i nuclis, Revista Catalana de Sociologia, 25, 51-72.

Ballestín, B. (2009) La observación participante en primaria: ¿un juego de niños? Dificultades y oportunidades de acceso a los mundos infantiles, Revista AIBR. Antropólogos Iberoamericanos en Red, 4 (2) 229-244

Carrasco, S. (2006) Infancia e Inmigración, (AADD) La Infancia en Cifras en España I, Madrid: Ministerio de Trabajo y Asuntos Sociales, 125-138

Bertran, M. (2005) Relacions entre famílies immigrades i institucions educatives en l’etapa de zero a sis anys. Barcelona: Fundació Jaume Bofill, Finestra Oberta, 46. http://www.fbofill.cat/intra/fbofill/documents/publicacions/419.pdf

Carrasco, S. (dir) Borison, A., Ballestín, B. (2005) Infància i Immigració: tendències, relacions, polítiques, Vol. II (AADD) Infàncies, Famílies i Canvis Socials a Catalunya, Barcelona: CIIMU http://ciimu.org/informes

Carrasco, S. ed. (2004) Inmigración, contexto familiar y educación. Proyectos y experiencias de la población marroquí, ecuatoriana, china y gambiana. Colección Educación y Sociedad, no. 15. Bellaterra: ICE-UAB

Carrasco, S. (2002) Sobre infancia e inmigración: consideraciones teóricas y metodológicas desde un informe de la situación en Barcelona, en García Castaño, F. J. y Muriel López, C., La inmigración en España: contextos y alternativas.  Granada: Laboratorio de Estudios Interculturales. ISBN 8492139080

 

3) Gypsy/Roma, Social/Cultural change and Education

Drawing on previous collaboration for in-service training of educators and school counseling between EMIGRA and the Asociación de Enseñantes con Gitanos (Association of Educators with Gypsy/Roma in Spain), in 2002 common research projects also started to be developed until the current consolidation of this research line. Being aware of the scarcity of social/anthropological and educational research about the situation of Gypsy/Roma in an increasingly multicultural and persistently unequal society, our projects focus on the dynamic responses of Gypsy/Roma communities to sociodemographic, economic and political changes and the need to develop new explanatory frameworks. Our priorities include comparative research within the EU and Latin America, and it is currently expanding by joining the international network URBA-Rom http://urbarom.crevilles-dev.org/ and several ongoing international projects.

Selected EMIGRA publications in this line:

Bereményi, B.A. (2012) Intercultural policies and teachers’ contradictory views. The Roma case in Catalonian schools,  Intercultural Education Journal. Volume 23/1

Carrasco, S. & Bereményi, B. A. (2011) Roma culture and language: from assimilation to "additive recognition", Green Perspectives on Roma and Traveller Inclusion, Brussels: Green European Foundation http://www.gef.eu/news/roma-and-traveller-inclusion-in-europe-green-ques...

Bereményi, A. (2011) Prejuicios y estereotipos sobre el alumnado rumano en la escuela: cuando la etnicidad supedita la nacionalidad. Actas del I CIMA, Instituto de Migraciones de Andalucía, Universidad de Granada.

Bereményi, A. (2011) Equal schooling opportunities for Spanish Gitano students? Obstacles and possible solutions. Degirmencioglu, S.M. (ed.) Some still more equal than others? Or equal opportunities for all? – Strassbourg: Council of Europe Publishing

Abajo, J. E & Carrasco. S., coords. (2004) Experiencias y trayectorias de éxito escolar de gitanas y gitanos en España. Colección Mujeres en la Educación, no. 4. Madrid: CIDE-Instituto de la Mujer

 

4) Children, Youth and Sociocultural Diversity

EMIGRA started to introduce reflections, postgraduate formation and research on Enculturation and Diversity in the Department of Social and Cultural Anthropology at the beginning of the 90s, through the creation of a seminar as part of the academic Master on Basic and Applied Research in Anthropology that was offered then. Many of the projects and publications referred to in the sections above could be placed, in general, within this subfield. However, it is also necessary to approach separately the life of children and youth in school settings from other settings and areas that, although often quite close, will allow us to explore and analyze other potentials and other problematic issues that are affecting children and youth or in which children and youth are involved. The institutional reference of research on children, youth and diversity is the Anthropology of Children and Childhood Interest Group created in 2007: http://www.aaacig.org/

Selected EMIGRA publications in this line:

Bertran, M. i Carrasco, S. (2002) La evolución de la teoría de la enculturación y el redescubrimiento de la infancia, González, A. y Molina, J. L. (eds.) Abriendo surcos en la tierra. Homenaje a Ramón Valdés del Toro, Publicacions d'Antropologia Cultural, 22, 369-392.

Molins Pueyo, C. (2006) "Cultural Change and Play: on Schools’ Misunderstanding of teenage Knowledge " PlayRights Journal. An International Journal of the Theory and Practice of Play. vol. 27 (1), 4-11.

Hernández Villasol, R. (2011) Jóvenes, producción cultural y espacio público. Exploración etnográfica en espacios lúdico-deportivos de Atenas y Barcelona. Emigra Working Papers, 130.

Roca, N. (2011) Construint identitats flexibles. Joves adults d'origen extracomunitari a Barcelona, Emigra Working Papers, 131.

Prado, S. & Llana, C. (2007)  Álbums para o Reencontro. Ribadavia e os Ribadavienses V. Imaxes da infancia. Ourense: Xunta de Galicia/Museo Etnolóxico.

 

OTHER RECENT EMIGRA PUBLICATIONS IN ANTHROPOLOGY OF EDUCATION:

Narciso, L. (2010) Anàlisi de la producció científica sobre la immigració negroafricana a Espanya i Catalunya, Quaderns-e, 2011, 15 (2)   pp. 76-95

Marin, I., Molins, C. et al. (2010) Els patis de les escoles: espais d'oportunitats educatives. Informes Breus, 31. Barcelona: Fundació Jaume Bofill. En línea http://www.fbofill.cat/intra/fbofill/documents/publicacions/525.pdf

Carrasco, S., Villà, R.; Ponferrada, M.; Casañas, E. (2010) La mediació escolar a Catalunya, Casanovas, P., et al., coords., Llibre Blanc de la mediació a Catalunya: perspectives sociojurídiques. Barcelona: Departament de Justícia, Generalitat de Catalunya - Editorial Huygens, pp 451-569 (Full report 8) http://www.llibreblancmediacio.com/

Ponferrada, M. & Carrasco, S. (2010) Togetherness, coexistence or confrontation. The impact of school climate and culture on peer-to-peer social relations in Catalonia, Mediterranean Journal of Educational Studies, 15 (1)

Ponferrada, M. (2009) “Efectos escolares y sociales de la separación por niveles en un instituto de secundaria de la periferia de Barcelona”, Papeles de Economía Española, 11

Prado, S. (2007) Novas Minorías nas Institucións Educativas. Santiago de Compostela: Sotelo Blanco

Campus d'excel·lència internacional U A B