Immigration and Educational Inclusion: Preliminary Evidence from Three Schools in Buenos Aires, Argentina

Autor/in	Astiz, M. Fernanda
Titel	Immigration and Educational Inclusion: Preliminary Evidence from Three Schools in Buenos Aires, Argentina
Quelle	In: Prospects: Quarterly Review of Comparative Education, 45 (2015) 4, S.563-576 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-015-9371-0
Schlagwörter	Foreign Countries; Immigration; Institutional Mission; Inservice Teacher Education; Educational Opportunities; Standards; Immigrants; Case Studies; Comparative Analysis; Semi Structured Interviews; Participant Observation; Administrator Attitudes; Inclusion; Social Integration; Educational Legislation; Teacher Attitudes; Acculturation; Educational Practices; Central Office Administrators; Educational Research; Argentina (Buenos Aires) + Suchen Sie Ihr Suchwort? Ausland; Lehrerfortbildung; Bildungsangebot; Bildungschance; Standard; Immigrant; Immigrantin; Immigranten; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Inklusion; Soziale Integration; Bildungsrecht; Schulgesetz; Lehrerverhalten; Akkulturation; Bildungspraxis; Bildungsforschung; Pädagogische Forschung
Abstract	This exploratory comparative case study examines three schools in the Autonomous City of Buenos Aires that have a considerable number of recent immigrant students. The article illustrates how these schools advance ideas of inclusiveness and pluralism through the curriculum and educational opportunities, as mandated by the national education law of 2006 and current core curricular standards. The study draws on data from participant observations and semi-structured interviews with administrators and teachers, gathered between 2009 and 2010. Preliminary results show inconsistent practices across schools, leaving many immigrant students ill-prepared and unsupported to become acculturated into Argentine society. This inconsistency appears to stem, at least in part, from two factors: the schools' missions and organizational practices; and lack of teacher in-service training and sufficient support from the city's central administration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01