1

Ethnic inequality

2

Inequality and education [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]

Inequalities have gone through different phases:

Inequality

Class (capitalist) Most affected: working class

Exclusion

Segregation

Assimilation (and egalitarianism)

Inequalities have been articulated by reason of differences in:

Gender (patriarchal) Most affected: women

Ethnicity (ethnocentrism) Most affected: ethnic minorities

emigrant immigrant

Migrations

demography

economy

culture

refugees

4

Global income distribution

GDP map [http://www.eea.europa.eu/data-and-maps/figures/top-gdp-map-the-territory-size-shows-the-proportion-of-worldwide-wealth-measured-as-gdp-based-on-exchange-rates-with-the-usd-that-is-found-there-bottom-total-gdp-in-the-pan-european-region-and-the-rest-of-the-world-in-2005-based-on-constant-2000-usd/chapter-1-figure-1-2-a-2014-gdp-map.eps/image_large]

6

Population density

7

Population displaced

8www.coolgeography.co.uk

10

Urbanization: a global process

assimilation(adaptation effort by the immigrant

often breaking links with the group of origin; Is the host society

homogeneous? Can he/she become an equal in the host society? France)

integration(Cultural coexistence: respect for

differences and identity from adhering to common principles.

1) equality vs diversity, 2) redefining cultural identity and

3). diversity vs coexistence)

marginalization(Exclusion factors: roots, housing,

language, culture, stigma and prejudice, job insecurity and

downward mobility, ghettoization, educational segregation and 2nd

order citizenship)

separation(Fear of homogeneity and identity loss, fear to the different, to lose resources =

separation or ghettoization)

(does not keep) (keeps)maintenance identity, culture and language

inte

rgro

up

re

latio

ns

(fluid)

(null)

Models to approach cultural diversity [Merino, R.; Sala, G. y Troiano, H. (2003) Desigualdades de clase, género y étnia en educación. En Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid. Pág. 357-384 ]

Historically, the school has been assimilating and unifying (language, identity, values and behavior patterns) acculturation "true culture" (gypsy community). It is evident at:

o segregation centers / groupso stereotypes,o invisibility (exclusion in the texts, and when appear there is emphasis of the

differences, schematic and fixed stereotypes, emphasize the negative characteristics; exoticism positive self-presentation of the majority group, denial of racism, lack of voice as they are represented as passive and lacking own opinion, tasks usually assume the exclusive presence of students from the majority group)

o discrimination by teachers,o hidden curriculumo Pygmalion effect

Education and cultural diversity [Merino, R.; Sala, G. y Troiano, H. (2003) Desigualdades de clase, género y étnia en educación. En Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid. Pág. 357-384 ]

Intercultural education is constituted as a pedagogical response to the phenomenon of cultural diversity. There are no universal recipes (there is much variability) and also its success may depend more on social and political factors of education.

Note: In addition to the ethnic issue usually associated with the class, so it is a problem of education (dealing with children) social (sons and daughters of workers) and political (immigrants).

Education and cultural diversity [Merino, R.; Sala, G. y Troiano, H. (2003) Desigualdades de clase, género y étnia en educación. En Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid. Pág. 357-384 ]

Three approaches:

Equal opportunities or redistribution: integration into a regular school, being the promotion identity subordinate to the enforcement of equal opportunities (insensitivity, quotas, ...) facing structural inequalities in education with compensating measures curricular reinforcement or adapting curricula.

Cultural diversity and recognition: space for expression and development of cultural identities that exist as confidence and security require the protection of their school culture (if quotas = institutionalization as a minority, absence of quotas = danger of ghettos).

Equality and diversity: social and emotional approach since it is not possible to develop a minority cultural identity from a subordinate position, and can not be equal opportunities without respecting and valuing differences.

Education and cultural diversity [Merino, R.; Sala, G. y Troiano, H. (2003) Desigualdades de clase, género y étnia en educación. En Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid. Pág. 357-384 ]

Three models of intercultural education as:

Compensation of the sociocultural handicap (affirmative action and therapeutic value, curricular diversification, educational support, curricular adaptations, compensatory education programs, flexible classrooms, reception classes) causes or rejection of the cultural roots of conflict or resistance.

Cultural competence or recreation stereotypes in disconnected curriculum activities (festivities, folk or protest) that while they may have positive effects on foreign students, fosters stereotypes and interpretations of traditional culture (progress is in Europe). The vision of the troubles of the Third World legitimize paternalism and encourage the vision of progress as accumulation of material goods.

Cultural emancipation is present in curricular projects and intercultural programs to cultivate positive attitudes, improve self-concept, promote intercultural harmony and improve equal opportunities.

Education and cultural diversity [Martínez Morales, I. y J. Ramírez Rangel, V. Diversidad cultural y educación. En Beltrán, J. y Hernàndez, F.J. (coords.) Sociología de la educación, McGraw-Hill, Madrid. Pág. 185-206]

Sum-up: Earnings by social class and sex and ethnic group, 1999 [ref.]

23

Two types of factors may help us understand why of the three inequalities studied (class, gender and ethnicity) gender inequality is the one that has improved the most; secondly class inequality (the most time and effort); and finally, and much less, ethnic inequality :

Economic inequalities among families: irrelevant to gender, class important to very important in ethnicity.

Cultural distances (regarding school culture) less important for gender (the differences are about roles not about cultural capital), and most in the class (subcultures) and ethnic (other cultures).

Education and cultural diversity [Merino, R.; Sala, G. y Troiano, H. (2003) Desigualdades de clase, género y étnia en educación. En Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid. Pág. 357-384 ]

La Haine / Hate (1995)Mathieu Kassovitz