Migración en entornos educativos: La necesidad de un abordaje complejo. Editorial

Abstract

The school continues to be an ideal context from which to imagine and project a new citizenship, more plural, flexible and sensitive to interculturality, for at least two reasons. First, because the problems associated with the presence and social incorporation of foreign communities and families are reproduced within schools; and second, because this is a privileged social space for designing educational policies that make visible, problematize and think critically about the challenges associated with migration. Although knowledge about how cultural differences operate in schooling processes is necessary for any transformative project, it is necessary to avoid an excessive focus that leads to the folklorization of intercultural education. In order to avoid this, research that adopts an intersectional perspective has been decisive, taking into account the intertwining of migratory processes and cultural discontinuities with other challenges that especially affect the immigrant population, such as racism, housing insecurity, labor exploitation, legal insecurity or social exclusion. Thus, in order to understand the cultural frameworks of migration in educational environments, it is necessary to take into account these intersections that affect practices, experiences and values that are not alien to schooling itself.