Inclusion in secondary school: perspectives and voices of immigrant families
DOI:
https://doi.org/10.26512/lc30202451489Keywords:
Intercultural communication, Intercultural education, Secondary schoolAbstract
The article examines the perceptions of immigrant parents about the education system in Spain. Using a qualitative methodology, 35 first-generation parents participated in 4 focus groups. The analysis covered: a) The relationship between cultures of origin and school inclusion; b) Barriers faced by these families and proposed solutions; c) Limitations in the academic development of immigrant students with regard to interculturality and social justice. The importance of valuing cultural diversity is highlighted to avoid segregation, urging schools to revise resources and promote intergroup relationships.
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