dc.contributor |
Loureiro Porto, Lucía |
|
dc.contributor.author |
Ponce Rivera, Constanza Nicole |
|
dc.date |
2018 |
|
dc.date.accessioned |
2019-10-17T12:03:50Z |
|
dc.date.issued |
2018-07-17 |
|
dc.identifier.uri |
http://hdl.handle.net/11201/150189 |
|
dc.description.abstract |
[eng] The presence of migrant students in the classrooms of Majorca has been steadily
increasing since the beginning of the 2000s, making them a real and significant
part of schools. Although there have been efforts to create several protocols and
programs to facilitate the integration of this profile of students, these have been
proven to be rooted in prejudices, but mostly, they fail to recognize the cultural
background as well as the identities of these students. An important part of this
problem is the lack of awareness of subtle prejudice and how these are rooted in
the collective imagination regarding migrants. Considering that, generally, people
have problems to identify these, it is expected that some of the prejudice and the
discrimination are well-present in the classrooms. The research and analysis of
this piece of work aims to take a deeper look on how this issue in the city center
of Palma. In order to do this, two questionnaires were conducted: one among
high school teachers of a school in the city center of Palma, and another among
former students of migrant origin. The results hint that the subtle prejudice is well
alive in the classroom, and evidences the proportion of this problem, pointing at
a structural problem rather than an individual attitude. Furthermore, it shows there
seems to be an underlying problem of associating ‘integration’ with ‘assimilation’
and it impacts the way migrant students perceive themselves. It is hoped that
this research draws attention to an important topic as well as it is hoped it helps
in the development of a critical view on the current policies and methodologies
regarding migrant students. For this purpose, several proposals based on the
principles of intercultural education have been elaborated, with a special
emphasis on how, through the EFL classroom, it is possible to help national and
migrant students understand better the issues of identity and migration. |
ca |
dc.format |
application/pdf |
|
dc.language.iso |
eng |
ca |
dc.publisher |
Universitat de les Illes Balears |
|
dc.rights |
all rights reserved |
|
dc.rights |
info:eu-repo/semantics/openAccess |
|
dc.subject |
37 - Educació. Ensenyament. Formació. Temps lliure |
ca |
dc.subject |
82 - Literatura |
ca |
dc.subject.other |
Subtle Prejudice |
ca |
dc.subject.other |
Intercultural education |
ca |
dc.subject.other |
Migrant students |
ca |
dc.subject.other |
EFL classroom |
ca |
dc.subject.other |
Identity |
ca |
dc.title |
The subtle prejudice in the classroom: incorporating intercultural education through EFL |
ca |
dc.type |
info:eu-repo/semantics/masterThesis |
ca |
dc.type |
info:eu-repo/semantics/publishedVersion |
|
dc.date.updated |
2018-12-20T09:24:55Z |
|
dc.date.embargoEndDate |
info:eu-repo/date/embargoEnd/2050-01-01 |
|
dc.embargo |
2050-01-01 |
|
dc.rights.accessRights |
info:eu-repo/semantics/embargoedAccess |
|