Margarita del Olmo

... Asesora externa CREADE) Patricia Mata Benito (Asesora externa CREADE) Martina Tuts (Asesora externa CREADE) Patricia Vale Vasconcelos (MEC-ClDE-CREADE) Este proyecto ha sido elaborado por: Teresa Aguado Odina, Beatriz Álvarez, Belén Ballesteros, José Luis ...

14 páginas.-- Monográfico dedicado a: El antropólogo como autor, o de la reflexividad del sujeto euro-americano [ES] El objetivo de este artículo es ofrecer al lector una reflexión sobre la escritura etnográfica basándome en dos textos diferentes producidos a partir del mismo trabajo de campo, realizado en Buenos Aires y en Madrid entre enero de 1985 y diciembre de 1988, sobre los exilados argentinos en España a causa de la dictadura de la Junta militar entre 1976 y 1983. [EN] This paper provides the reader with an analysis of ethnographic writing based upon two different texts produced from a single fieldwork. This fieldwork, which was done in Madrid and Buenos Aires between January, 1985 and December, 1988, concerned Argentine exiles from the Junta Militar dictatorship of 1976 to 1983 Peer reviewed

Se trata de una propuesta didáctica, secuenciada por niveles y ciclos educativos, enfocada desde la Antropología como perspectiva válida a la hora de elaborar conceptos y herramientas para enseñar en aulas como un alumnado cultural y socialmente diverso, p. 153-155

En: íber : didáctica de las ciencias sociales, geografía e historia Barcelona 2006, n. 47, enero; p. 14-22 Análisis de las implicaciones de la identidad cultural y sus vinculaciones con prejuicios y estereotipos con la educación en general y con la enseñanza de las ciencias sociales en particular presentando los retos que esta situación plantea: lograr que los escolares establezcan vínculos con las enseñanzas que reciben, construir discursos inclusivos y propuestas de contenidos que permitan comprender y explicar el mundo en el que viven, p. 22

ABSTRACT ha puesto en marcha programas específicos para dar respuesta a las necesidades de aquellas personas que acaban de "integrarse" en el sistema educativo. Las Aulas de Enlace son uno de esos dispositivos, cuya finalidad es apoyar la adquisición de competencias lingüís-ticas y comunicativas del alumnado extranjero y lograr su incorporación en el entorno escolar y social en el menor tiempo posible. Las Aulas de Enlace comenzaron como un proyecto piloto en el año 2003 y funcionan como una medida es-pecífica de actuación que forma parte del programa "Escuelas de Bienvenida", listado entre las medidas de atención a la diversidad puestas en marcha por la Consejería de Educación de la Comunidad de Madrid (del Olmo, 2007). La propia Consejería define así el programa en la página oficial:

ABSTRACT This paper focuses on analysing challenges that students coming from different countries face when they come to Spain and continue their school trajectories started in their countries of origin. I use the narrative of one of these students, constructed through ethnographic work carried out in a programme designed to help migrant students ease their transition into the school system of the Community of Madrid. This narrative allows me to introduce some of the challenges these students face and how they re-shape their trajectories and their self-perceptions according to the possibilities their new contexts present them with. With this, I contextualize the case study to show a broader picture of migrant students coming from different countries to stay in Spain during the last decade, and how schools themselves address this situation in Spain, in general, and in Madrid, in particular.

Early school leaving is a hot topic in Spain due to the high percentage of early abandonment, close to 23% in 2014. Existing research on the topic of school dropouts, mostly using a quantitative approach, both at national and international levels, mainly focuses on identifying social factors frequently associated with this phenomenon; i.e.,  social class, family structure and resources or parents’ educational level among others
At the same time, these approaches usually considered dropping out as a one-time action and a wrong decision, for which the victims themselves were held accountable.
Moreover, current research on dropouts in Spain argues that the economic crisis has made people come back to school. Behind this assumption, we find two implicit ideas. The first one is that the former economic prosperity has influenced the high percentage of dropouts. The second implicit idea is that higher education leads to more and better job opportunities, and that a person who drops out of school has limited access to the labor market and gets more precarious and lower paying jobs.
In this paper, gathering from our ethnographic evidence, we problematize both assumptions, and introduce a different idea: people’s perception shows a more complex link between education and employment, and it is having an influence in dropout processes. We intend to make the former simpler and deterministic arguments more complex and defy the “blaming the victim” conclusion.

This book is a product of the research project "Particiaption Strategies and Racism Prevention in Schools" (FFI2009-09762), financed by the Spanish Ministry of Science and Innovation, and the research stays of Dra. del Olmo in Vienna as "Researcher in Residence at navreme's. It complements some of the books of navreme’s series with a distinct anthropologist point of view. The project aimed at the study of the processes embedded in the arrival and adaptation of immigrant children in the schools of the Community of Madrid. It is particularly focused on students and teachers. At the centre of attention are their needs and difficulties in implementing the schools' strategies to facilitate the process of adaptation of immigrant students. In the view of the research team, participation of immigration students should be understood as a way to make all students "fit for everyday life", so they are in a position to realise their own (changing) objectives. A previous output of the project, an analysis of racism in Spanish schools was published by navreme as volume 6 (Racism: A Teenagers' Perspective) . Building on these in-depth interviews with youth in schools in Madrid, and their analysis and research, a "Guide to Talking About Racism in Schools" was produced, published as volume 8 of the navreme series.