The Meaning of Interculturality in Public Schools in Andalusia (Spain): Discourses and Practices

By Angeles Castaño and Fernando Martinez.

Published by The International Journal of Diversity in Education

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This paper focuses on the sense of interculturality at public schools in Seville and El Ejido (Andalusia, Spain) which are located in multicultural urban environments and with students of immigrant families from various origins. Our study is based on intertextual discourse analysis of legal and political documents planning the Andalusian education system, on the discourse of the education agents, and on the observation of practices aimed towards intercultural education. We show how the intertextuality between the legal-political discourses, the discourse reproduced in the schools, and the practices of intervention on cultural diversity lead to an undervalued perception of minority cultures in the school and a notion of multiculturalism focused on assimilation. We criticize the conception of interculturality as exhibited in Andalusia’s education policies, since this perspective reveals the discursive intertextuality among policies, pedagogical communication and practices.

Keywords: Interculturality, Multiculturality, Intertextuality, Education

The International Journal of Diversity in Education, Volume 12, Issue 3, pp.119-129. Article: Print (Spiral Bound). Article: Electronic (PDF File; 417.493KB).

Dr Angeles Castaño

Lecturer, Department of Social Anthropology, University of Seville, Seville, Spain

PhD in Social and Cultural Anthropology. Member of the research group GEISA. Her research interests are: Migrations and inter-ethnic Relations, Development Cooperation and Education and Social Intervention in Multicultural Environments.

Fernando Martinez

University of Seville, Seville, Spain

BA in Law and BA in Social and Cultural Anthropology (University of Seville). Lecturer at the Department of Public Law at the Pablo de Olavide University. His research interests are: Knowledge and Digital Freedom.