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Multiculturalism and interculturalism in the Canary Islands and other Spanish
Communities: An analysis of the present situation
Ortega-Barrera, Mª IvallaRamón-Molina, Elisa
Faculty of Sciences of EducationUniversity of Las Palmas de Gran Canaria
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Motivation to participate:• research group (2003-2007)• Children's literature for intercultural education: translation andliterature (2007) from different perspectives: translation (asintercultural mediation) and teaching of Spanish and foreignchildren's literature.
• opportunity to make a general review of the state of the issue toreflect on interculturalism and previous experiences in this field ofresearch.
• kick-off of an Erasmus project (2019-2021) on interculturalism at theclassroom from different disciplines (Art, Music, Language) and at differenteducational levels.
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Motivation to participate:
* The latest findings shared in this conference will be part of theintercultural teacher training. In this sense we meet two teachertraining strategies:
* Seminars of intercultural education in which there arepedagogical reflection on interculturality and opportunities forteachers to begin a process of reflection.
* The coexistence with teachers from other countries andcultural backgrounds that helps to generate attitudes of greatercomplicity and empathy with the phenomenon of immigration.
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Multiculturalism and Interculturalism:Different and related concepts since both deal with the coexistenceof different cultural groups.
• Multiculturalism, existence of different cultural groups who respect, tolerateand accept each other, but there is no interaction (Bernabé 2012: 69)
• Interculturalism, cohabitation of all pluricultural society, characterised byinterpersonal relationships based on knowledge and recognition (Bernabé2012: 70). Acceptance of the differences and the establishment of culturalrelations that will end in integration.
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Facts and figures
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Multicultural education is at least three things: an ideaor concept, an educational reform movement, and aprocess. Multicultural education incorporates the ideathat all students […] should have an equal opportunity tolearn in school (Banks & Banks 2007: 3)
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Laws on education in Spain:
• LODE (1985)
• LOGSE (1990)
• LOPEGCE (1995)
• LOCE (2002)
• LOE (2006)
• LOMCE (2013)
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Canary Islands
• Schools with more than a 50% of foreign students
• Between 20 and 30 different nationalities
No Spanish speaking Different nationalities
Average (%) Max./Island (%) Average (%) Max./Island (%)
Infant and Primary
Education4.0 8.0 8.0 16.2
Secondary
Education4.9 10.0 8.1 16.1
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Gran Canaria schools
• CEIP Poeta Domingo Velázquez (FV):
• 26 students with different nationalities
• 33 no Spanish speaking students
• CEIP San Fernando de Maspalomas (GC):
• 15 students with different nationalities
• 19 no Spanish speaking students
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School logo
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Programa Impulsa
• A means of addressing diversity and encouraging
students to succeed in school
• Based on the principle of:
• Inclusion
• Promoting equity
• Contributing to greater social cohesion
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Final considerations
• Intercultural education = transversal axis in thediversity of pedagogical projects in schools (Leiva2016: 216)
• Interculturality can contribute to improving theattitudes and willingness of all the members of theeducational community to build and weavenetworks of coexistence and shared culturalunderstanding