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This article analyzes the extent to which the councils of five Catalan cities have modified their integration policies. The structural transformations of contemporary societies have had a great impact on city councils and local integration policies, especially from the point of view of planning and policy orientation. The article studies the policies developed in five Catalan cities in the last four mandates, specifically between 2007 and 2023, based on in-depth interviews and analysis of political and technical documentation. Although the strategies used in the five cities analyzed are not identical, the results show that during these years there has been a tendency to limit the approval of plans for the integration of immigrants, although this does not mean that the councils do not have explicit political priorities and objectives. The cities also tend to speak less specifically about integration and, on the contrary, resort to two different orientations: some councils design and implement policies related to security, mediation, and community work in neighborhoods, while others tend to broaden the focus of their policies, opting for more holistic approaches focused on multiple forms of diversity, intersectionality, and anti-racism. [ABSTRACT FROM AUTHOR]

Pedagogical renewal is a concept loaded with a historical-pedagogical trajectory linked to reflection, social justice, educational improvement, teacher commitment and the questioning of the educational model, with personalised education being a key aspect. The aim of this paper is to analyse how learning is personalised in primary education centres that promote processes of pedagogical renewal. A qualitative methodology is used, based on a case study. Two schools with a high intensity of pedagogical renewal were selected and in-depth interviews were conducted with the management team and teachers, focus groups with families and students, and participant observation. The information derived is analysed with the ATLAS.Ti 22 programme, after coding and categorisation. The results reveal a number of common elements and processes of personalisation of learning which are structured in three dimensions. In the first dimension, school characteristics, the following stand out: student autonomy, individualisation of learning and freedom of choice of learning pathways. As for the second dimension, educational project, the following elements stand out: flexible curricular organisation, active methodology where group work is a key element, organisation of timetables without previously established patterns, the role of accompanying teachers, student focus and active participation of families in daily school life. Finally, from the third dimension, inclusion, the following can be extracted: daily educational work where diversity is not a limitation, but a source of learning of great didactic value. [ABSTRACT FROM AUTHOR]

Stemming from the research "The Fourth Impulse of Pedagogical Renewal in Spain", this article addresses three key issues: firstly, and as a terminological exercise, it differentiates three concepts that are too often treated interchangeably. These are: reform, renewal and innovation. Secondly, some of the defining aspects that, in our view, characterise centres of pedagogical renewal are presented. Thirdly, some of the peculiarities of pedagogical renewal today (what we agree to call the "third impulse of pedagogical renewal") are presented. The article closes with some conclusions which, apart from highlighting the main aspects of the article, place topics on the table for further debate. [ABSTRACT FROM AUTHOR]

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Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Spain, the evolution of rural areas has followed very different paths depending on the area. While some areas have experienced a continuous demographic decline, others, like Catalonia, have followed the opposite trend thanks to internal and, to a lesser extent external, immigration. This article presents a detailed and original study of the evolution of the population in rural areas during the period 1979–2005, explaining the main reasons for this migration process and later establishing that schools act as an important pole of attraction for young couples with a high degree of cultural diversity. It presents an innovative and inclusive school model that ensures educational success of all the children and respects the cultural idiosyncrasy of the students and families. The three objectives mentioned correspond to three consecutive research projects, each of which provides complementary information to the previous one and all of which shed light on the relationship between demographic revival, cultural diversity and inclusive rural schools. They also pay special attention to factors that make this revival possible. The first objective, approached from a qualitative perspective, shows that, in contrast to the most alarmist theses, there was demographic growth between 1975 and 2005, which was especially notable between 2000 and 2005. The second objective, approached from a qualitative perspective, explains that while young couples emigrate to rural areas for diverse reasons, these reasons can be organized into subjective and structural factors, the school being one of the most important. The third objective, based on a case study of six "alternative" rural schools, proposes an ideal type of school based on the most radical innovative and inclusive principles. This article provides a detailed analysis of demographic evolution in rural Catalonia during a period in which we lacked data, and it expands the sociological factors explained until now regarding contemporary emigration to rural areas. Finally, from a socio-educational perspective, it provides complementary knowledge with regards to rural schools, analyzing the characteristics of "alternative" rural schools and presenting a school prototype that aims to be radically innovative and inclusive. [ABSTRACT FROM AUTHOR]