dc.contributor
Carrasco, Sílvia,
dc.contributor.author
Llamas Ortega, Laura
dc.contributor.author
Universitat Autònoma de Barcelona. Facultat de Filosofia i Lletres
dc.contributor.author
Universitat Autònoma de Barcelona. Departament d'Antropologia Social i Cultural
dc.date.accessioned
2024-10-29T17:02:47Z
dc.date.available
2024-10-29T17:02:47Z
dc.identifier
https://ddd.uab.cat/record/301895
dc.identifier
urn:oai:ddd.uab.cat:301895
dc.identifier.uri
https://hdl.handle.net/2072/454527
dc.description.abstract
This master thesis is an ethnographic case study of a highly complex school situated in the metropolitan area of Barcelona. The study explores the socio-cultural dynamics and identity building through different markers such as language, religion, or immigrant background (Barth, 1976) of fifth-grade students in a multicultural and multilingual education setting. The starting point of this case study is the idea that public schooling in democratic societies becomes a "social lift" providing upward social mobility is a pantomime. The educational action takes place in a society structured by class and, consequently, some individuals have more privileges than others. Moreover, as Carrasco et al. (2009, p. 22) point out, it is assumed that students with immigrant backgrounds must adapt to a new education system with an unfamiliar language of tuition -Catalan. All the prior factors have already provided worrying ethnographic evidence of the conditioning of students' identity building and academic development (Narciso and Carrasco, 2021; Reyes and Carrasco, 2018; Rodriguez-García et al., 2018). Data for this study have been collected through participant observation, but document analysis and structured and semi-structured interviews with the different agents involved have also been carried out. Data triangulation and analysis have been organised under the framework emerging from a literature review on migration and education in Catalonia and internationally. Drawing on ethnographic material I examine how students, particularly those with immigrant backgrounds, build identities and face challenges related to cultural and linguistic diversity. The study findings show that the school's monolingual practices and deficit perspectives on foreign-origin students contribute to identity barriers and stigmatization. Peer interactions and teacher attitudes significantly, and negatively influence the students' sense of belonging and academic engagement in Catalonia, where the pass of time and generations do not seem to improve what was found in studies carried out decades ago. By applying theories of citizenship, national identity, and social construction of ethnic groups, the study highlights the complex interplay of identity, belonging, and exclusion. It underscores the need for inclusive educational strategies that recognize and value the diverse cultural and linguistic backgrounds of students, promoting a more supportive and integrated school environment.
dc.format
application/pdf
dc.publisher
Bellaterra : Universitat Autònoma de Barcelona,
dc.rights
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, sempre i quan aquestes es distribueixin sota la mateixa llicència que regula l'obra original i es reconegui l'autoria.
dc.rights
https://creativecommons.org/licenses/by-sa/4.0/
dc.subject
Etnografia escolar
dc.subject
Formació de la identitat
dc.subject
Educació intercultural
dc.subject
Multilingüisme
dc.subject
Estudiants immigrants
dc.subject
School ethnography
dc.subject
Identity formation
dc.subject
Intercultural education; multilingualism; immigrant student
dc.title
"No hi ha cap alumne d'aquí" (There are no students from here). Case study of a highly complex school in the metropolitan area of Barcelona
dc.type
Treball de fi de postgrau
