Equity in education for migrant and racialized students in Southern Spain: From multilevel analysis to participatory recommendations

Identificador:  imarina:9384539

Handle: https://hdl.handle.net/20.500.11797/imarina9384539

Autors:  Garrido, Rocio; Cubero, Aloe; Dimuro, Glenda

Resum:
This paper aims to analyze equity in education policies and practices in Southern Spain that ensure cultural competence in services and the inclusion of migrant and racialized students. Our model for defining and analyzing equity in education was adapted from the Migrant Integration Policy Index (MIPEX) and includes five dimensions: (E1) equity in mission/goal, (E2) equity in access, (E3) quality/sensitivity of services, (E4) equity in participation, and (E5) development of partnerships and opportunities. Through transformative mixed methods (i.e., documental analysis of 13 policies, 15 interviews with professionals, one focus group with mothers of Afro-descendant students), the results showed that equity was 100% present in the mission/goal of the Andalusian education system, although there were gaps in its practical implementation, especially in participation and quality/responsiveness. These results were discussed and recommendations for improving equity in education policies and practices are proposed participatively.