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Your search keyword '"Zhang-Yu, Cristina"' showing total 2 results
Start Over Author "Zhang-Yu, Cristina" Topic educacion intercultural
2 results on '"Zhang-Yu, Cristina"'

1. DESCENTRAR LA MIRADA ETNOCÉNTRICA: UNA EXPERIENCIA BASADA EN LOS FONDOS DE CONOCIMIENTO.

Author

Zhang-Yu, Cristina, Vendrell-Pleixats, Júlia, Barreda Escrig, Clàudia, and Luis Lalueza, José

Subjects
*SOCIAL justice, *MULTICULTURAL education, *SITUATIONAL awareness, *FAMILY-school relationships, *RACE, *SCHOOL environment, *ETHNOCENTRISM, *RACISM in education, *HIGH schools, *RACISM
Abstract

The funds of knowledge approach values families' knowledge and practices as a form of resistance within the hegemonic school culture. In this paper we share some reflections, tensions and transformations that we teachers and researchers have identified during our experience in a high school in Barcelona. We analyzed audio and textual record (family-school conversations, study group sessions, field journals and interviews) and, in a second level of analysis, we reconstruct dialogic events that show changes in teachers and researchers: awareness of situations of oppression by race, class and gender, the understanding and legitimization of nonhegemonic forms of family upbringing and care, and critical positioning in the face of folkloric educational proposals. Finally, we discuss the contributions and limitations of this work, as well as suggestions for continuing to expand these reflective processes to the educational community. [ABSTRACT FROM AUTHOR]

Published
2023
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2. Los Fondos de Identidad y el tercer espacio. Una estrategia de legitimación cultural y diálogo para la escuela intercultural

Author

Lalueza, José Luis, Zhang-Yu, Cristina, García-Díaz, Sarai, Camps-Orfila, Sílvia, and García-Romero, David

Subjects
intercultural education, artistic education, Fondos de conocimiento, Funds of knowledge, educación intercultural, inmigración, comunidades de práctica, educación artística, immigration, communities of practices
Abstract

The inclusion in the school of students from immigrant and racialized groups entails facing the challenges related with discontinuities between school and family culture, which are indicators of asymmetric power relations for which the student’s family and community culture are not legitimized. It remains outside the classroom and is stigmatized. This paper analyzes an intervention with high school students based on Funds of Identity as a strategy to incorporate and legitimize the personal referents of the students. Our aim is to create a third space in which intercultural dialogue is the driving force of learning processes and school inclusion., La inclusión en la escuela de alumnos procedentes de la inmigración y de grupos racializados supone afrontar los retos planteados por las discontinuidades entre la cultura escolar y la familiar, indicadoras de unas relaciones de poder asimétricas por las que la cultura familiar y comunitaria del alumno no es legitimada en tanto que se mantiene fuera del aula e incluso es estigmatizada. En este trabajo se analiza una intervención con alumnos de secundaria basada en los Fondos de Identidad como estrategia para incorporar y legitimar los referentes personales de los alumnos con el objetivo de crear un tercer espacio en el que el diálogo intercultural es motor de los procesos de aprendizaje e inclusión escolar.

Published
2019

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