El deporte puede ser un medio eficaz para la transmisión de valores y favorecer la convivencia en entornos habitados por diferentes identidades culturales. No obstante, también puede tener un ...efecto adverso cuando se emplean enfoques que exacerban las rivalidades. Por ello, es relevante estudiar los valores vinculados al deporte en contextos que son culturalmente diversos. La presente investigación desarrollada en Chile, tuvo por objetivo: caracterizar los valores que vinculan a la práctica de actividades físico-deportivas los estudiantes chilenos e inmigrantes latinoamericanos que pertenecen a centros educativos vulnerables. Para ello, bajo un enfoque cuantitativo, se desarrolló un estudio colectivo de casos de tipo descriptivo y corte transversal. Para la recolección de datos se aplicó un cuestionario ad-hoc diseñado para la investigación. La muestra estuvo conformada por 412 estudiantes con edades de 12 a 18 años (15.87±2.03 años; 23.8% son extranjeros y un 76.2% chilenos) de diferentes macrozonas del país que pertenecen a tres centros educativos catalogados como vulnerables. Los resultados señalan que los estudiantes chilenos e inmigrantes presentan resultados similares en las cuatro dimensiones analizadas (estatus, moral, competencia y disfrute de la práctica). Sin embargo, los extranjeros poseen medias superiores en la mayoría de ellas, salvo en “estatus” donde los chilenos exhiben una media más elevada. Al separar los estudiantes inmigrantes entre los que provienen de países “colindantes” y “no colindantes”, se observa que estos últimos poseen mayores diferencias (de medias) con los chilenos en todas las dimensiones, hecho que puede estar relacionado con motivos culturales.
Abstract. Sport can be an effective means of transmitting values and fostering coexistence in environments inhabited by different cultural identities. However, it can also have an adverse effect when approaches that exacerbate rivalries are employed. Therefore, it is relevant to study the values linked to sport in contexts that are culturally diverse. The aim of this research carried out in Chile was to characterise the values linked to the practice of physical and sporting activities among Chilean students and Latin American immigrants who belong to vulnerable educational centres. For this, under a quantitative approach, a descriptive, cross-sectional, collective case study was carried out. For data collection, an ad-hoc questionnaire designed for the research was applied. The sample consisted of 412 students aged 12 to 18 years (15.87±2.03 years; 23.8% are foreigners and 76.2% are Chilean) from different macro-zones of the country belonging to three vulnerable educational centres. The results show that Chilean and immigrant students present similar results in the four dimensions analysed (status, morale, competence and enjoyment of practice). However, foreigners have higher averages in most of them, except for "status" where Chileans have a higher average. When separating immigrant students into those from "neighbouring" and "non-neighbouring" countries, it is observed that the latter have greater differences (in means) with Chileans in all dimensions, a fact that may be related to cultural reasons.
Aims The aim of this study was twofold: on the one hand, it seeks to analyze the educational expectations of immigrant students from Latin America and, on the other, to examine the influence exerted ...by gender, the length of stay in the host country and the country of origin on their expectations. The findings corroborated the data of a larger study with immigrant students from diverse backgrounds that already indicated that Latin American students showed the highest regard for the school institution as a space that generates opportunities to improve their lives. R+D+l Projects, State Research Program: Building differences at school.
Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors ...that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants (N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resources, and safety issues played an important role. Implications and recommendations for educators and policymakers are discussed.
Global migration presents a pressing need for teachers and teacher education to become responsive to the changing demographics of schools in many countries. Yet, teacher education has been slow in ...developing practices to prepare teachers to meet the needs of immigrant students. Using humanizing pedagogy as a lens, this study draws on interviews with 22 teacher educators from Türkiye, the United States, and Hong Kong to examine how they prepare teachers to teach immigrant students. Findings highlight: (1) personal and professional contexts; (2) professional practices; and (3) supports for/barriers to change. Implications for teacher educators and teachers are discussed.
•Teacher preparation must change as the world does due to increased global migration.•Teacher education programs must prepare teachers who can meet the needs of immigrant students.•Lack of knowledge perpetuates stereotypes and ensures that curriculum remains static.•Teacher educators highlighted the need for intervention and resistance; engagement; respect, care, relationships.•While context matters, teacher educators spoke of silencing due to growing nationalism globally.
There was a furore last month when it was revealed that NHS Digital has agreed to hand over patient information to allow the Home Office to identify “immigration offenders.” Anne Gulland reports
Immigration policies and deportations have negatively impacted not only undocumented immigrant students and their families, but also their teachers, administrators, counselors, and other community ...members. Drawing on Freire’s (1970) concept of praxis, and on critical-ecological educational approaches (da Silva Iddings, 2017), we interviewed educators to better understand the possibilities of partnerships between university-schools-communities to collaboratively facilitate educational equity and safety of undocumented immigrant students in U.S. schools. Thus, this article aims to shed light on ways to respond to the current sociopolitical and educational issues these students are facing and on ways to improve their schooling experiences.
Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace ...a teacher’s journey—new to critical pedagogies—as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California’s Central Valley. I examine the pedagogical implementation with examples of students’ meaning making. The teacher and students demonstrated what I am advancing as migration capital—or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth.
Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical ...(immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and multigenerational immigrants have faced, and continue to face, when leaving one's home country. Particularly important to our dialogue is our honoring of immigrant communities' intersecting identities, activism, and agency. We challenge anti-immigrant rhetoric and resist colonizer mentalities and stereotypes that attempt to censor and erase the identities and stories of immigrant students in U.S. classrooms. This kitchen-table talk serves as both a call and an invitation for educators to provide and sustain learning environments informed by and uplifting immigrant experiences, in efforts to create a space for critical analysis and healing.
