Joan Miró
Welcoming School
This ethnography is part of the Escola Diversa project, funded by the Recercaixa 2015 Program (of La Caixa Welfare Projects and the ACUP), which from 2016-2018 has analyzed the policies and actions carried out in Catalonia to address and incorporate cultural diversity in primary schools.
Ethnography is a synthesis of the return that was given to the educational community of the Joan Miró School. A return that aims to be formative and informative about what a person outside the center has perceived and interpreted throughout the observations, interviews and analysis of the information.
Joan Miró School of Infant and Primary Education
Located in Badalona
Public school, one line
High complexity school
The objectives of Ethnography in Research Diverse School aimed to:
1. To know the dynamics of the center, the processes of reception of the students and the families.
2. Analyze the monitoring and support for cultural diversity in the center.
3. Participate in the dynamics that take place in the center and provide proposals for improvement that may be significant for the educational community.
Methodology
Interviews with the educational community.
Non-participant observations of various formal and non-formal educational activities in EI and EP.
Documentary analysis of various documentation:
Project directed by Santi Barbarà.
Center Annual Report 2016-2017.
Annual General Program of the Center 2017-2018
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Members of the educational community of the Joan Miró School
Affective strategies. The center is defined as a welcoming school. Thus, creating a welcoming climate where children feel safe, recognized and loved will be able to create the basis for working on other content.
School rooted in families and their cultural communities, in the neighborhood, in the city of Badalona and in Catalonia.
Curricularly, the most common strategies have been work for projects, corners and environments, reading sponsors and “taxis” to support the work of colleagues.
Expectation of the socializing and individualized role of the school.
There is no dichotomy about the values of them and of us. Realistic goals and strategies need to be set.
Gender approach with mothers.
Family enrollment criteria: gregariousness, economy, image, proximity, family environment – other elements need to be strengthened and aesthetics continue to change.
Role and school expectations based on background and educational level.
The team is all people and professionals, teachers and non-teachers.
Positive and warm attitude.
Vital role of the management team. Authority and legitimacy.
Dynamic teaching team with a professional vision of the profession.
Share worries and ideas.
Work helping yourself
Innovation and professionalism.
Awareness of the priority of the emotional well-being of children.
Work collaboratively with extensive goals beyond the course.
Families are in favor of their children learning Catalan.
An oral basis with their families is needed.
Motivations are different and attitudes are also related to the origins of families.
Conclusions
More than a cultural handicap, there is an economic handicap, of the resources and opportunities of families, an inequality that arises from the starting point.
Social skills already integrate the intercultural and inclusive dimension.
Moral maturity needs to be worked on, in addition to reasoning ability, social skills, and emotion management.
An inclusive school in the 21st century must promote:
Diversity is a concept perceived by density and socially constructed. Children adapt and do not appreciate differences in the way they socialize, cultivate and educate themselves.
Lead researchers
@GREDI_UB