Abstract

JIMENEZ VARGAS, Felipe; FARDELLA CISTERNAS, Carla  and  MUNOZ PROTO, Carolina. A micro-ethnographic approach to teaching practices in multicultural schools. Tensions and challenges around the schooling of immigrants and minority groups. Perfiles educativos [online]. 2017, vol.39, n.156, pp.72-88. ISSN 0185-2698.

This paper presents the results of a case study of a public school in Barcelona with a high proportion of studentsfrom minority cultural groups. Participant classroom observations and active teacher interviews were undertaken in order to understand their teaching practices. The ethnographic analysis of the data shows the existence of a set of tensions around the way in which cultural diversity is managed by the teaching staff. These tensions condi¬tion the cultural relevance of these practices, the spaces of coexistence that they promote, as well as the opportunities for participation that they offer to their participants. The discussion offers reflections on the traditional way of approaching cultural diversity in schools, with the aim of contributing to the development of basic teacher education programs oriented towards social justice and the development of more equitable schools.

Keywords : Immigration; cultural diversity; intercultural education; initial formation; ethnography.

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