Intervention contexts and themes of the line

The areas of study have been expanding from formal education to community, organizational and institutional settings. Some of the most relevant topics are:
  1. The creation of inclusive, equitable and sustainable cultures in education.
  2. Spirituality for coexistence and community cohesion.
  3. The development of identity for social cohesion in spaces characterized by common multicultural physical and virtual networks.
  4. The process of integrating diverse groups (migrants, natives, young people and adults, women) for the development of policies, products and/or actions with social relevance.
  5. The management of religious diversity in public space to promote interreligious and intercultural dialogue.
  6. The development of intercultural skills in organizations, both in private companies and in public administrations.
  7. Orientation in multicultural contexts
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Featured projects

Educational needs of teachers in the EU for inclusive education in a context of diversity (inno4div)

Joan Miró Welcoming School

Diverse school

Intercultural and interreligious dialogue to promote a culture of peace among young people and unaccompanied foreign minors (MENA) in Barcelona and Melilla

Cultural diversity and equal opportunities in school

Sociopolitical participation of young people from a gender perspective: conceptual, methodological and educational contributions

 

Intercultural and Interreligious Dialogue Website

Projects carried out in recent years

Competitive projects and research contracts

Cultural diversity and equal opportunities in school. RecerCaixa – 'La Caixa' Pension Fund Foundation (2016-2019) IP Jordi Garreta Bochaca

Migrations and transnational educational spaces: construction of girls' identity and parenthood in Moroccan, Pakistani and Senegambian families in Spain. Ministry of Science and Innovation (2016-2019) IP Marta Bertrán; Montserrat Rifá

How to investigate the constructions and religious identity transformations of migrant and minority youth in the classroom. Methodological exploratory research. Institute for Research in Education (IRE-UB). (2018-2020) IP Assumpta Aneas Alvarez

Speak to me in Catalan. I am a Catalan Muslim woman. (2019) IP Assumpta Aneas Álvarez

Intercultural and interreligious dialogue to promote a culture of peace among young people and Unaccompanied Foreign Minors (MENA) in Barcelona and Melilla. Ministry of Science, Innovation and Universities. (2019-2021) IP Ruth Vila Baños

Stories that move: upscaling good practice (StM2.0). (2021) IP Assumpta Aneas Álvarez

Publications

Freixa, M., Vilà, R., Rubio, MJ, Belghirane, F. (2017). The future pedagogues before the religious event. Exploratory study at the University of Barcelona. Interuniversity Electronic Teacher Training Magazine, 20(3), 195-207.

González, E., Palou, B., & Sabariego, M. (2017). Reflections on the integration process of migrant youth in Catalonia: a socio-educative approach/Analyzing the integration process of migrant youth in Catalonia: a socio-educational approach. spanish journal of pedagogy, 275-291.

Luna, E., Palou, B., & Sabariego, M. (2017). Reflections on the integration process of foreign youth in Catalonia: a socio-educational approach. Spanish Journal of Pedagogy, 75(267), 275-291. https://doi.org/10.22550/REP75-2-2017-06

Freixa, M., Vilà, R., Rubio, MJ, & Belghirane, F. (2017). The future pedagogues before the religious event. Exploratory study at the University of Barcelona. Interuniversity Electronic Teacher Training Magazine, 20(3), 195-207. https://doi.org/10.6018/reifop.20.3.282501.

Vilà, R., Aneas, A., Freixa, M., Sabariego, M.;& Rubio, MJ (2018). Educating in skills for interreligious and intercultural dialogue to confront religious radicalism and intolerance. In T. Lleixà, B. Gros, T. Mauri. & JL Medina (Coords.). Education 2018-2020. Challenges, trends and commitments. (pp. 67-72). IRE-UB. .

Venceslao, M., Freixa, M., Vilà, R., & Burguet, M. (2018). Social organizations and projects for interreligious dialogue among young people. module Scientific Journal on cultural diversity, 2, 71-85. DOI: https://doi.org/10.30827/modulema.v2i0.7839.

Sabariego, M., Freixa, M., & Vilà, R. (2018). Interreligious dialogue in the public space: challenges for socio-educational agents in Catalonia. Social Pedagogy. Interuniversity Journal, 32, 151-166. DOI: 10.7179/psri_2018.32.11.

Sánchez, A.; Cano, AB; Inés Massot (2018). Light and shade in the school paths of students from immigrant families. Journal of Psychological and Educational Research, 26(1), 7-22. http://hdl.handle.net/2445/158517.

Sandín, MP (2018). Theory driven case studies: immigration and school success. Magicians International Journal of Research in Education, 11(22), 57–74. DOI: https://doi.org/10.11144/Javeriana.m11-22.ectd.


Vila, R., Rubio, MJ, & Aneas, A. (2018). The Attitudes of Future Educational Agents to Religious and Cultural Diversity in Education in Catalonia. Education Reform Journal, 3(1), 15-23. https://doi.org/10.22596/erj2018.0301.15.23.

Abderrahman, JM, Ruiz, F., & Vila, R., (2018). Life story of an unaccompanied foreign minor from Melilla. module Scientific Journal on cultural diversity, 2, 86-112. DOI: https://doi.org/10.30827/modulema.v2i0.7921.

Garreta, J., Aneas, A., Benabarre, R., Bernad, O., Llevot, N. and Torrelles, A. (2019). School and cultural diversity in Catalonia. Evolution, situation and future challenges. Lleida: Pagès Editors. .

Vila, R., Palou, B., & Rubio, MJ (2019). Analysis of the sense of integration of youth of Maghrebi origin in Catalonia using the decision tree technique. pulse Journal of Education, 42, 107-125.

Freixa, M., Rubio, MJ, Sánchez, A., & Vilà, R. (2019). 21st century education in the face of interreligious dialogue. Educar, 55(1), 101-117. https://doi.org/10.5565/rev/educar.973.

Vilà, R., Sánchez-Martí, A., & Rubio, MJ (2019). Pre- and in-service education professionals facing religious diversity and interreligious dialogue in Catalonia. Journal of Beliefs & Values, 1-16.

Aneas, A. (2020). Conclusions and prospects: Inclusion Model in Early Childhood and Primary Education in Catalonia. Garreta, J. (2020) Cultural diversity in primary schools in Catalonia.

Vilà, R., Freixa, M., Venceslao, M., Sánchez-Martí, A., Aneas, A. & Beltrán, O. (2020). Intercultural and interreligious dialogue to promote coexistence among unaccompanied foreign youth and minors (MENA). In T. Lleixà, Z, Bozu, and A. Aneas (Coords.). Education 2020-2022. Challenges, trends and commitments, 2020. (pp. 41-46.) Barcelona: IRE-UB.

Vilà, R., Rubio, MJ, & Escofet, A. (2020). Are our Future Socio-Educational Agents Duly Prepared to Foster Intercultural and Interreligious Dialogue in their Professional Practice? Religion & Education, 47(3), 300-320. https://doi.org/10.1080/15507394.2020.1768820

Vilà, R., Freixa, M., Sánchez-Martí, A., & Rubio, MJ (2020). Head teachers' attitudes towards religious diversity and interreligious dialogue and their implications for secondary schools in Catalonia. British Journal of Religious Education, 42(2), 180-192.

Vilà, R., Freixa, M., & Aneas, A. (2020). Interreligious and Intercultural Dialogue in Education. Interdisciplinary Journal for Religion and Transformation in Contemporary Society, 6(2), 255-273 DOI: 10.30965/23642807-00602002.

Coral, J., Urbiola, M., Sabaté, E., Bofill, J., Lleixà T., & Vilà, R. (2020). Does the teaching of physical education in a foreign language jeopardize children's physical activity time? A pilot study. International journal of bilingual education and bilingualism, 23(8), 839-854. DOI:10.1080/13670050.2017.1407289.

Schmidlin, M., Venceslao, M., Beltrán, O., Freixa, M., & Sánchez, A. (2020). Children and young people migrating alone in times of COVID-19. A look from the services. Catalan Journal of Pedagogy, 18, 13-28. DOI: https://doi.org/10.2436/20.3007.01.147.

Araiza, V. Araiza, A. & Medécigo, U. (2020). Culture: a matter of information and communication. Studies on contemporary cultures, 26(51), 63-82. Retrieved from https://www.culturascontemporaneas.com/articulos.htm?revista=89.

Matta, AA; Pederiva, AM ; Rose, VO (2021). (De)constructions to think about a decolonial reception of migrant women in Portugal and Spain. In: Rocha, PHB, Magalhães, JLQ, Teixeira, SG (Coords.). Decoloniality from Brazil – volume 6. (p. 60-). São Carlos: Editora Dialética.

Vilà, R., Freixa, M., Aneas, A. and Sánchez, A. (2018). Religion in Early Childhood. Guidelines for preservice teachers. In Mari Riojas-Cortez 'Early Childhood Educator Preparation Programs Promise of Diversity and Inclusion (pp.61-86). London: Rowman & Littlefield.

Vilà, R., Freixa, M., Sánchez, A. & Mateo, M. (2021). Child and Adolescent Care Services: Addressing the Vulnerability of Unaccompanied Minors in Barcelona. Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education (pp. 16 – 36) Hershey, Pennsylvania: IGI Global publication.br>
Sandín, MP & Núñez, N. (2021). Social interactions and language use in multicultural settings: an exploratory study of personal networks. Journal of Intercultural Communication, 56.

Vilà Baños, R., Freixa Niella, M., Aneas Álvarez, A., & Sánchez-Martí, A. (2021). Religion in Early Childhood: Guidelines for preservice teachers. In M. Riojas-Cortez (Ed.), Keeping up with the times. Diversity and inclusion in early childhood teacher education programs (pp. 61).

Matta, AA (2021). Is the indigenous school differentiated? Analysis of the Guarani Indigenous State School Gwya Pepo. Magazine Terceiro Incluído, v. 11, p. 71-80, 2021.