학술논문
Mares d’origen marroquí a Catalunya: entre les experiències personals i els processos d’acompanyament a l’escolarització dels fills i filles
Document Type
Dissertation/Thesis
Author
Source
TDX (Tesis Doctorals en Xarxa)
Subject
Language
Catalan; Valencian
Abstract
Esta tesis doctoral establece un doble objetivo, por un lado, conocer las experiencias de las madres de origen marroquí en Cataluña, identificando las dimensiones que pueden explicar su relación con la escuela y la comunidad educativa y, en segundo lugar, analizar las formas y estrategias de acompañamiento que llevan a cabo durante la etapa de escolarización obligatoria de sus hijos. La investigación se inscribe en la línea de trabajos que se han interesado en estudiar la relación familia-escuela, pero desde una perspectiva que coloca a las familias, y específicamente a las madres , como el foco central. El trabajo supera las formas en que la participación y la participación de la familia se entiende tradicionalmente desde las escuelas, elige hacer visible el papel de las madres en la vida escolar de los hijos e hijas y busca destacar las estrategias diarias poco reconocidas hacia el acompañamiento que las madres promueven. La investigación adopta una perspectiva interseccional y multidimensional y articula diversas variables; destaca aquellas que son propias e intrínsecas al propio colectivo, como el género, la clase social, el país de origen y la maternidad, mientras que otras son el resultado de coyunturas geopolíticas y dimensiones estructurales, donde las relaciones dominantes Norte -Sur toman relevancia. La imbricación de todos estos elementos se pone en juego en el ámbito escolar. El objetivo de la tesis ha determinado la metodología cualitativa y la historia biográfica como el enfoque más adecuado. Esto se ha complementado con la observación participando en persona y a través de redes sociales, netnografía. El enfoque interpretativo propuesto ha permitido analizar el fenómeno desde la perspectiva de las protagonistas. La investigadora ha tenido el privilegio de poder incorporar a esta posición la de inmigrante de origen marroquí, con hijos en edad escolar, trabajadora de una institución pública y su experiencia como formadora en centros escolares. Los resultados obtenidos muestran la singularidad de los itinerarios migratorios y la heterogeneidad de los perfiles de las madres, así como la existencia de barreras y dificultades que caracterizan en gran medida su relación con el sistema escolar, situación que se manifiesta en diferentes momentos de la trayectoria escolar de sus hijas e hijos. La tesis presenta cómo las madres se materializan de diferentes maneras el sentido original de la expresión al lado y compartiendo el camino, pero como en todos los casos, el acompañamiento constituye el eje principal de su vida cotidiana, trasciende su presencia física y apoyo académico, y logra un sentido relacional, emocional y preventivo en un entorno que perciben hostil. Hemos sido capaces de construir tipologías diferenciadas hacia este acompañamiento, que se centra exclusivamente en el niño/a o lo que es un acompañamiento holístico que, además de centrarse directamente en el niño/a, también pretende actuar sobre el entorno. Las madres comprometidas con este acompañamiento están presentes en los diferentes órganos de la escuela y/o también están presentes en espacios de militancia social contra la discriminación y la injusticia social.
This doctoral thesis has a dual aim. On the one hand, to get to know the experiences of mothers of Moroccan origin within Catalonia, identifying the elements that can explain their relationship with the school and with the educational community. On the other, to analyse their methods and strategies for accompanying their children during their period of compulsory education. The research forms part of the line of investigations that have studied the family-school relationship, but with a perspective that places families, and in particular mothers, as a central focus. This thesis goes beyond the ways in which family participation and involvement have traditionally been understood by schools, choosing to make visible the role of mothers in their children's schooling and seeking to highlight the often unrecognised day to day strategies that mothers use in accompanying their children. The study adopts an intersectional and multidimensional perspective, relating different variables. It highlights those that are specific and intrinsic to the group itself, such as gender, social class, country of origin and motherhood, while others are the product of geopolitical circumstances and structural dimensions: here the relations of dominance between the global North and South show their importance. All these elements interweave and come into play within the educational environment. The aim of the thesis has dictated a qualitative methodology and the biographical account as the most appropriate approach. This has been complemented with face-to-face participant observation and the analysis of social media, netnography. The interpretive approach adopted has made it possible to analyse the phenomenon from the perspective of the protagonists. The researcher has been privileged to be able to incorporate into this her position as a migrant of Moroccan origin, with children of school age, working in a public institution and with experience as an educator in schools. The results obtained show the uniqueness of migratory itineraries and the heterogeneity of mothers’ profiles, as well as the existence of barriers and difficulties that strongly influence their relationship with the school system, a situation that manifests itself at different times throughout their children's schooling. The thesis shows how mothers materialise in diverse ways the original meaning of the term to be by their side and share their path. However, as in all cases this accompaniment is the central axis of their daily lives, it goes beyond their physical presence and academic support, and takes on a relational, emotional, and preventive aspect in the face of an environment they perceive to be hostile. We have been able to establish different typologies in this accompaniment: those which focus exclusively on the child itself; and others that involve a more holistic accompaniment which, in addition to focusing directly on the child, also aim to act on the environment. Those mothers who opt for this accompaniment strategy participate in the different organs of the school and/or in spaces of social activism against discrimination and social injustice.
This doctoral thesis has a dual aim. On the one hand, to get to know the experiences of mothers of Moroccan origin within Catalonia, identifying the elements that can explain their relationship with the school and with the educational community. On the other, to analyse their methods and strategies for accompanying their children during their period of compulsory education. The research forms part of the line of investigations that have studied the family-school relationship, but with a perspective that places families, and in particular mothers, as a central focus. This thesis goes beyond the ways in which family participation and involvement have traditionally been understood by schools, choosing to make visible the role of mothers in their children's schooling and seeking to highlight the often unrecognised day to day strategies that mothers use in accompanying their children. The study adopts an intersectional and multidimensional perspective, relating different variables. It highlights those that are specific and intrinsic to the group itself, such as gender, social class, country of origin and motherhood, while others are the product of geopolitical circumstances and structural dimensions: here the relations of dominance between the global North and South show their importance. All these elements interweave and come into play within the educational environment. The aim of the thesis has dictated a qualitative methodology and the biographical account as the most appropriate approach. This has been complemented with face-to-face participant observation and the analysis of social media, netnography. The interpretive approach adopted has made it possible to analyse the phenomenon from the perspective of the protagonists. The researcher has been privileged to be able to incorporate into this her position as a migrant of Moroccan origin, with children of school age, working in a public institution and with experience as an educator in schools. The results obtained show the uniqueness of migratory itineraries and the heterogeneity of mothers' profiles, as well as the existence of barriers and difficulties that strongly influence their relationship with the school system, a situation that manifests itself at different times throughout their children's schooling. The thesis shows how mothers materialise in diverse ways the original meaning of the term to be by their side and share their path. However, as in all cases this accompaniment is the central axis of their daily lives, it goes beyond their physical presence and academic support, and takes on a relational, emotional, and preventive aspect in the face of an environment they perceive to be hostile. We have been able to establish different typologies in this accompaniment: those which focus exclusively on the child itself; and others that involve a more holistic accompaniment which, in addition to focusing directly on the child, also aim to act on the environment. Those mothers who opt for this accompaniment strategy participate in the different organs of the school and/or in spaces of social activism against discrimination and social injustice.
Universitat Autònoma de Barcelona. Programa de Doctorat en Educació
This doctoral thesis has a dual aim. On the one hand, to get to know the experiences of mothers of Moroccan origin within Catalonia, identifying the elements that can explain their relationship with the school and with the educational community. On the other, to analyse their methods and strategies for accompanying their children during their period of compulsory education. The research forms part of the line of investigations that have studied the family-school relationship, but with a perspective that places families, and in particular mothers, as a central focus. This thesis goes beyond the ways in which family participation and involvement have traditionally been understood by schools, choosing to make visible the role of mothers in their children's schooling and seeking to highlight the often unrecognised day to day strategies that mothers use in accompanying their children. The study adopts an intersectional and multidimensional perspective, relating different variables. It highlights those that are specific and intrinsic to the group itself, such as gender, social class, country of origin and motherhood, while others are the product of geopolitical circumstances and structural dimensions: here the relations of dominance between the global North and South show their importance. All these elements interweave and come into play within the educational environment. The aim of the thesis has dictated a qualitative methodology and the biographical account as the most appropriate approach. This has been complemented with face-to-face participant observation and the analysis of social media, netnography. The interpretive approach adopted has made it possible to analyse the phenomenon from the perspective of the protagonists. The researcher has been privileged to be able to incorporate into this her position as a migrant of Moroccan origin, with children of school age, working in a public institution and with experience as an educator in schools. The results obtained show the uniqueness of migratory itineraries and the heterogeneity of mothers’ profiles, as well as the existence of barriers and difficulties that strongly influence their relationship with the school system, a situation that manifests itself at different times throughout their children's schooling. The thesis shows how mothers materialise in diverse ways the original meaning of the term to be by their side and share their path. However, as in all cases this accompaniment is the central axis of their daily lives, it goes beyond their physical presence and academic support, and takes on a relational, emotional, and preventive aspect in the face of an environment they perceive to be hostile. We have been able to establish different typologies in this accompaniment: those which focus exclusively on the child itself; and others that involve a more holistic accompaniment which, in addition to focusing directly on the child, also aim to act on the environment. Those mothers who opt for this accompaniment strategy participate in the different organs of the school and/or in spaces of social activism against discrimination and social injustice.
This doctoral thesis has a dual aim. On the one hand, to get to know the experiences of mothers of Moroccan origin within Catalonia, identifying the elements that can explain their relationship with the school and with the educational community. On the other, to analyse their methods and strategies for accompanying their children during their period of compulsory education. The research forms part of the line of investigations that have studied the family-school relationship, but with a perspective that places families, and in particular mothers, as a central focus. This thesis goes beyond the ways in which family participation and involvement have traditionally been understood by schools, choosing to make visible the role of mothers in their children's schooling and seeking to highlight the often unrecognised day to day strategies that mothers use in accompanying their children. The study adopts an intersectional and multidimensional perspective, relating different variables. It highlights those that are specific and intrinsic to the group itself, such as gender, social class, country of origin and motherhood, while others are the product of geopolitical circumstances and structural dimensions: here the relations of dominance between the global North and South show their importance. All these elements interweave and come into play within the educational environment. The aim of the thesis has dictated a qualitative methodology and the biographical account as the most appropriate approach. This has been complemented with face-to-face participant observation and the analysis of social media, netnography. The interpretive approach adopted has made it possible to analyse the phenomenon from the perspective of the protagonists. The researcher has been privileged to be able to incorporate into this her position as a migrant of Moroccan origin, with children of school age, working in a public institution and with experience as an educator in schools. The results obtained show the uniqueness of migratory itineraries and the heterogeneity of mothers' profiles, as well as the existence of barriers and difficulties that strongly influence their relationship with the school system, a situation that manifests itself at different times throughout their children's schooling. The thesis shows how mothers materialise in diverse ways the original meaning of the term to be by their side and share their path. However, as in all cases this accompaniment is the central axis of their daily lives, it goes beyond their physical presence and academic support, and takes on a relational, emotional, and preventive aspect in the face of an environment they perceive to be hostile. We have been able to establish different typologies in this accompaniment: those which focus exclusively on the child itself; and others that involve a more holistic accompaniment which, in addition to focusing directly on the child, also aim to act on the environment. Those mothers who opt for this accompaniment strategy participate in the different organs of the school and/or in spaces of social activism against discrimination and social injustice.
Universitat Autònoma de Barcelona. Programa de Doctorat en Educació