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dc.contributor.authorMolina, Fidel
dc.contributor.authorCasado Gual, Núria
dc.date.accessioned2016-05-13T08:47:04Z
dc.date.issued2014
dc.identifier.issn1465-3435
dc.identifier.urihttp://hdl.handle.net/10459.1/57027
dc.description.abstractThis article analyses several strategies which have a clearly European projection and which are currently used by the Catalan/Spanish education system in order to guarantee a successful intercultural dialogue and, hence, a peaceful and enriching coexistence amongst its members. These strategies will first be contextualised through a theoretical framework that is mainly derived from sociological research. Then they will be made more specific by means of the presentation of educational practices that are being implemented in Catalonia through two major inclusive strategies. Finally, a case study will serve as an illustration of the success of these strategies within a particular Catalan community. Despite the importance that is publicly given to education in Catalonia and Spain, educational policies in the Spanish State in general have generally tended to limit the use of formal structures in order to help professionals cope with the school’s ever-changing reality in a more dynamic and efficient way.This article hopes to enhance the essential lines of action that are necessary to improve existing educational practices and which may, ultimately, promote a more inclusive society in Europe and elsewhere.ca_ES
dc.language.isoengca_ES
dc.publisherWileyca_ES
dc.relation.isformatofVersió postprint del document publicat a https://doi.org/10.1111/ejed.12044ca_ES
dc.relation.ispartofEuropean Journal of Education, 2014, vol. 49, núm 2, p. 249- 258ca_ES
dc.rights(c) Wiley, 2014ca_ES
dc.titleLiving Together in European Intercultural Schools: the case of the Catalan school system (Spain)ca_ES
dc.typearticleca_ES
dc.identifier.idgrec021093
dc.type.versionacceptedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.1111/ejed.12044


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