{"id":371,"date":"2020-10-20T12:35:26","date_gmt":"2020-10-20T10:35:26","guid":{"rendered":"http:\/\/www.ub.edu\/religdialog\/?page_id=371"},"modified":"2024-10-01T17:52:51","modified_gmt":"2024-10-01T15:52:51","slug":"publicacions","status":"publish","type":"page","link":"https:\/\/www.ub.edu\/religdialog\/publicacions\/","title":{"rendered":"Publicacions"},"content":{"rendered":"\n

PUBLICACIONS<\/h1>\n\n\n\n
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Acci\u00f3n socioeducativa con j\u00f3venes que migran solos<\/mark><\/h3>\n\n\n\n

Vil\u00e0 Ba\u00f1os, R., S\u00e1nchez Mart\u00ed, A., Freixa Niella, M., & Corti, F. (2024). Acci\u00f3n socioeducativa con j\u00f3venes que migran solos.\u00a0Bord\u00f3n. Revista De Pedagog\u00eda<\/em>,\u00a076<\/em>(3), 125\u2013143. https:\/\/doi.org\/10.13042\/Bordon.2024.100024<\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e1 Ba\u00f1os, Angelina S\u00e1nchez Mart\u00ed, Montse Freixa Niella i Franciele Corti.<\/p>\n\n\n\n

INTRODUCCI\u00d3N.<\/strong>\u00a0Los debates en cuanto a la atenci\u00f3n socioeducativa de los j\u00f3venes que migran solos siguen siendo exiguos. En Catalu\u00f1a, el modelo de atenci\u00f3n e intervenci\u00f3n que prima es el educativo de ayuda, fundamentado a nivel te\u00f3rico en los principios de normalizaci\u00f3n-responsabilizaci\u00f3n de las personas implicadas, y traducido a efectos pr\u00e1cticos en un trabajo con una doble l\u00f3gica: comunitaria e individual.\u00a0M\u00c9TODO.<\/strong>\u00a0Conforme a ello, a partir de un estudio descriptivo-comprensivo basado en t\u00e9cnicas interrogativas, profundizamos en las modalidades y \u00e1mbitos de intervenci\u00f3n que se desarrollan en los centros, unidades o servicios donde se atiende a estos j\u00f3venes, a partir de la triple mirada de los profesionales educadores de los centros, los j\u00f3venes que han migrado a Barcelona y la direcci\u00f3n de los centros.\u00a0RESULTADOS.<\/strong>\u00a0Los resultados muestran que, pese a los intentos expl\u00edcitos por respetar los principios educativos, existe disparidad de criterios en funci\u00f3n de la tipolog\u00eda de centro. No obstante, en todos ellos el v\u00ednculo educativo cobra un rol fundamental de acci\u00f3n socioeducativa para la inclusi\u00f3n, que no deja exenta la necesidad de seguir afianzando la corresponsabilidad con las Administraciones, la participaci\u00f3n extensiva de los j\u00f3venes en los recursos del barrio \u2014especialmente, formativos\u2014 y su arraigo en el territorio.\u00a0DISCUSI\u00d3N.<\/strong>\u00a0Los hallazgos se\u00f1alan la necesidad de promover v\u00ednculos s\u00f3lidos, facilitando la relaci\u00f3n de los y las j\u00f3venes con sus familias, desde un enfoque multidimensional que abarque aspectos educativos, emocionales, sociales y culturales, y que promueva la participaci\u00f3n y el arraigo de estos j\u00f3venes en la comunidad.<\/p>\n\n\n

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Di\u00e0leg interreligi\u00f3s i intercultural en educaci\u00f3 per promoure societats justes, pac\u00edfiques i cohesionades<\/mark>.<\/h3>\n\n\n\n

Freixa Niella, M., Sabariego Puig, M. & Vil\u00e0 Ba\u00f1os, R. (2024). Di\u00e0leg interreligi\u00f3s i intercultural en
educaci\u00f3 per promoure societats justes, pac\u00edfiques i cohesionades. En: D. Calder\u00f3n-Garrido, M. Sabariego Puig, & M. Sand\u00edn Esteban (Coords.) Educaci\u00f3 2022-2024 Reptes, tend\u00e8ncies i compromisos<\/em>. Octaedro. https:\/\/octaedro.com\/libro\/educacio-2022-2024-reptes-tendencies-i-compromisos\/<\/a><\/p>\n\n\n\n

Autores:<\/strong> Montse Freixa Niella, Marta Sabariego Puig i Ruth Vil\u00e0 Ba\u00f1os.<\/p>\n\n\n\n

En el marc de l\u2019Agenda 2030 de les Nacions Unides i dels seus Objectius de Desenvolupament Sostenible (ODS), l\u2019educaci\u00f3 esdev\u00e9 un element indispensable per a la transformaci\u00f3 global. Aquesta obra,\u00a0Educaci\u00f3 2022-2024. Reptes, tend\u00e8ncies i compromisos. La recerca educativa com a base de l\u2019Agenda 2030 i els ODS<\/em>, ofereix una visi\u00f3 comprensiva i actual sobre com la recerca educativa pot servir com a eina clau per assolir aquests objectius.<\/p>\n\n\n\n

Amb contribucions de persones expertes reconegudes en diversos \u00e0mbits de l\u2019educaci\u00f3, aquest volum monogr\u00e0fic analitza les problem\u00e0tiques actuals i els reptes a qu\u00e8 s\u2019enfronta el m\u00f3n educatiu, alhora que proposa solucions i els compromisos necessaris per v\u00e8ncer aquestes dificultats. Els cap\u00edtols, basats en estudis exhaustius, aborden una \u00e0mplia gamma de temes, des de la incorporaci\u00f3 dels ODS en els ensenyaments de Psicologia i Educaci\u00f3 Prim\u00e0ria fins a l\u2019\u00fas d\u2019anal\u00edtiques d\u2019aprenentatge com a font de\u00a0feedback\u00a0<\/em>sostenible, passant per l\u2019educaci\u00f3 per a la pau, la formaci\u00f3 continuada del professorat i les estrat\u00e8gies per a la sostenibilitat en la formaci\u00f3 inicial de mestres.<\/p>\n\n\n\n

Aquells que llegeixin aquest llibre hi trobaran una font rica de coneixement sobre com la investigaci\u00f3 educativa pot contribuir de manera significativa a la creaci\u00f3 de societats m\u00e9s justes, pac\u00edfiques i cohesionades. Els articles inclouen estudis de casos, metodologies innovadores i perspectives interdisciplin\u00e0ries que reflecteixen la diversitat i la complexitat de l\u2019\u00e0mbit educatiu actual.<\/p>\n\n\n\n

Dirigida per l\u2019Institut de Recerca en Educaci\u00f3 de la Universitat de Barcelona, aquesta col\u00b7lecci\u00f3 es presenta com un recurs imprescindible per a investigadors, docents i responsables pol\u00edtics educatius que miren de comprendre i influir en la direcci\u00f3 futura de l\u2019educaci\u00f3 global. El present volum, Educaci\u00f3 2022-2024<\/em>, no nom\u00e9s documenta els aven\u00e7os i les bones pr\u00e0ctiques, sin\u00f3 que tamb\u00e9 desplega els desafiaments pendents, tot oferint una guia per a l\u2019acci\u00f3 envers un desenvolupament educatiu sostenible i equitatiu.<\/p>\n\n\n

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Challenges and Perspectives in the Care of Young Unaccompanied Migrants: Recognizing the Role of Social Education<\/mark>.<\/h3>\n\n\n\n

Vil\u00e0, R.; S\u00e1nchez, A.; Freixa, M. & Venceslao, M. (2024) Challenges and Perspectives in the Care of Young Unaccompanied Migrants: Recognizing the Role of Social Education. In Isabel Mar\u00eda G\u00f3mez Barreto, Gorka Roman Etxebarrieta, Transformative Intercultural Global Education. IGI GLOBAL, 17-33. DOI: 10.4018\/979-8-3693-2057-0.<\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Angelina S\u00e1nchez-Mart\u00ed, Montse Freixa Niella i Marta Venceslao Pueyo. <\/p>\n\n\n\n

Young people migrating alone is a group that requires special attention from government institutions and the corresponding professionals. The educational care of these young people who migrate alone is a highly complex task. This chapter presents a descriptive-comprehensive study using the survey technique with 17 semi-structured interviews. The results indicate that the educational task is largely carried out by the professional figure of social education, even when the professionals do not have the necessary resources to offer adequate attention to these young people who migrate alone. However, despite the advances and improvements in training with the entry of the European higher education area, social education professionals who work with young migrants alone continue to be one of the groups most likely to suffer from burnout syndrome due to the highly stressful conditions of their work. Therefore, these professionals continue to demand recognition and face new work challenges and conflict situations that are linked to their emotional and ethical dimension.<\/p>\n\n\n

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Intercultural and Interreligious Dialogue Competences in Adolescents in Barcelona and Melilla (Spain)<\/mark>.<\/h3>\n\n\n\n

Alemany-Arrebola, I., Gallardo-Vigil, M. \u00c1., Ortiz-G\u00f3mez, M. D. M., & Vil\u00e0-Ba\u00f1os, R. (2024). Intercultural and Interreligious Dialogue Competences in Adolescents in Barcelona and Melilla (Spain). Religions<\/em>, 15<\/em>(2), 211, 1-16. https:\/\/doi.org\/10.3390\/rel15020211.<\/p>\n\n\n\n

Autores: <\/strong>Inmaculada Alemany-Arrebola, Miguel \u00c1ngel Gallardo-Vigil, Mar\u00eda del Mar Ortiz-G\u00f3mez i Ruth Vil\u00e0 Ba\u00f1os.<\/p>\n\n\n\n

Young people migrating alone is a group that requires special attention from government institutions and the corresponding professionals. The educational care of these young people who migrate alone is a highly complex task. This chapter presents a descriptive-comprehensive study using the survey technique with 17 semi-structured interviews. The results indicate that the educational task is largely carried out by the professional figure of social education, even when the professionals do not have the necessary resources to offer adequate attention to these young people who migrate alone. However, despite the advances and improvements in training with the entry of the European higher education area, social education professionals who work with young migrants alone continue to be one of the groups most likely to suffer from burnout syndrome due to the highly stressful conditions of their work. Therefore, these professionals continue to demand recognition and face new work challenges and conflict situations that are linked to their emotional and ethical dimension.<\/p>\n\n\n

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Contemporary societies are increasingly multireligious, multiethnic, and multicultural, but to what extent are they ready for coexistence? This paper evaluates the competencies for intercultural and interreligious dialogue in two very different contexts: Barcelona and Melilla, two cities with great ethnic and cultural diversity, in which it is easy to have contact with people of different cultures and religions. To this end, we worked with a total of 1353 adolescents and young people, and four scales were used to evaluate intercultural and interreligious sensitivity, conflict management skills, and prejudices towards unaccompanied migrant minors. The findings suggest that in neither of these two contexts do adolescents and young people form relationships with these minors, despite accepting religious diversity and being educated at school in topics relating to coexistence and spirituality. In fact, participants showed a high level of prejudice towards this population. Implementation of more effective intervention programs in both cities is therefore recommended.<\/p>\n\n\n

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Speak Catalan to Me, I\u2019ma Catalan Muslim Woman: Producing Proposals for Religious and Education Policy through Participatory Research from a Gender Perspective.<\/mark><\/h3>\n\n\n\n

Aneas, A., Lorenzo Ram\u00edrez, N., Sim\u00f3 S\u00e1nchez, M., & Ambr\u00f3s Pallar\u00e9s, A. (2024). Speak Catalan to Me, I\u2019ma Catalan Muslim Woman: Producing Proposals for Religious and Education Policy through Participatory Research from a Gender Perspective. Religions<\/em>, 15<\/em>(2), 141. 1-16. https:\/\/doi.org\/10.3390\/rel15020141.<\/p>\n\n\n\n

Autores:<\/strong> Assumpta Aneas, N\u00faria Lorenzo Ram\u00edrez, Marta Sim\u00f3 S\u00e1nchez i Alba Ambr\u00f3s Pallar\u00e9s.<\/p>\n\n\n\n

Specific groups of Catalan citizens, in spite of them being socially and professionally integrated, suffer the risk of exclusion or segregation on grounds of identity, one example being those who identify with Islam. This study arises from a prospective research project centred on a case study with the Catalan Muslim Women\u2019s Association. The main objective was to formulate public policy proposals on education, religion, and gender to be included in the Citizenship and Immigration Plan, through a process based on the women\u2019s participation and testimony. The study was divided into two phases: the participatory research followed by evaluation of the applicability of the resulting proposals. It was conducted through semi-structured interviews (n = 37), a discussion group (n = 21), and a round table (n = 31). Oral and textual qualitative data were gathered and analysed using the Iv\u00e0lua logical framework. Results for education policy urge the creation of a new professional specialist mediating between all actors. Those for religion call for public spaces for religious practice. In relation to gender, participants continued to demand policies that do not discriminate against Muslim women. In summary, religion is a resource that supports identities, beliefs, and practices, with both empowering and disempowering effects.<\/p>\n\n\n

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Protection of unaccompanied child and adolescent migrants in Catalonia: Inhabited places, occupied places or non-places?<\/mark><\/h3>\n\n\n\n

Vil\u00e0, R,. S\u00e1nchez-Mart\u00ed, A., Freixa, M., & Venceslao, M. (2024). Protection of unaccompanied child and adolescent migrants in Catalonia: Inhabited places, occupied places or non-places? Journal Of Social Work<\/em>. https:\/\/doi.org\/10.1177\/14680173231225112 <\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Angelina S\u00e1nchez-Mart\u00ed, Montse Freixa Niella i Marta Venceslao Pueyo.<\/p>\n\n\n\n

In response to the so-called \u201crefugee crisis,\u201d the Catalan regional government set up experimental services for children migrating without guardians, with the explicit aim of safeguarding their rights. With their continued arrival, however, overcrowding in the facilities and the youths\u2019 educational and life prospects have become topics of fierce debate. This article investigates whether young migrants can live in the educational centers that host them. Basing ourselves on the distinction between occupying and living in a place, we call into question the conditions of non-life that, from the educational perspective, the reception system offers migrant youth. A qualitative study was undertaken to gather and triangulate the views of the young migrants (n<\/em>\u2009=\u200942), and that of their social educators (n<\/em>\u2009=\u200915), and of the management of the reception centers (n<\/em>\u2009=\u20092).<\/p>\n\n\n

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Relatos de superaci\u00f3n de j\u00f3venes que han migrado solos<\/mark>.<\/h3>\n\n\n\n

Mohamed, J,. Ruiz, F. y Vil\u00e0, R. (2024). Relatos de j\u00f3venes que han migrado Solos. En: A. Jim\u00e9nez., B. Pedrosa., M. G\u00f3mez y G. L\u00f3pez (coords). Adolescentes migrantes sin referentes familiares<\/em> (pp.65-74). Dykinson. https:\/\/www.dykinson.com\/libros\/adolescentes-migrantes-sin-referentes-familiares\/9788411701884\/<\/p>\n\n\n\n

Autores:<\/strong> Jhandy Mohamed Abderrahman, Francisca Ruiz Garz\u00f3n y Ruth Vil\u00e0 Ba\u00f1os<\/p>\n\n\n\n

Este trabajo de investigaci\u00f3n tiene como objetivo indagar sobre el proceso migratorio de los j\u00f3venes que han migrado solos a la Ciudad Aut\u00f3noma de Melilla (CAM), empleando un enfoque cualitativo.
El incremento del n\u00famero de estos j\u00f3venes, que han accedido a Espa\u00f1a de manera irregular por Melilla, Ceuta y las costas de Andaluc\u00eda, en los \u00faltimos a\u00f1os est\u00e1 originando un h\u00e1ndicap de sostenibilidad humanitaria, social, educativa y econ\u00f3mica para la sociedad espa\u00f1ola (L\u00f3pez Belmonte et al., 2019). As\u00ed, seg\u00fan el \u201cAcuerdo de la Excma. Asamblea de 18\/2\/ 2019\u201d, publicado en el Bolet\u00edn Oficial de Melilla (n\u00famero 5633), la presencia de estos menores ha ido creciendo significativamente desde el a\u00f1o 2014 hasta convertirse en un problema relevante, especialmente en la CAM donde la situaci\u00f3n es cr\u00edtica, debido al n\u00famero de j\u00f3venes que migran solos, la escasa extensi\u00f3n de su territorio (12,3 km2), la poblaci\u00f3n (alrededor de 87.000 habitantes) y su situaci\u00f3n fronteriza con Marruecos, pa\u00eds del que proviene la gran mayor\u00eda de ellos (L\u00f3pez Belmonte et al., 2019). Debido a esta situaci\u00f3n, los menores ven Melilla como el puente que les permitir\u00e1 llegar a la Pen\u00ednsula en busca de trabajo y una vida mejor, pero una vez en Espa\u00f1a muchos se quedan en la calle, aunque por ley tienen derecho a ser protegidos por el sistema de atenci\u00f3n p\u00fablica (Su\u00e1rez, 2004). Por tanto, es relevante realizar este estudio desde Melilla,
puesto que forma parte importante del trayecto migratorio de estas personas.<\/p>\n\n\n

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Interreligious Competence (IRC) in Students of Education: An Exploratory Study.<\/mark><\/h3>\n\n\n\n

Aneas, A., Carmona, C., Shuali, T., y Montan\u00e9, A. (2024). Interreligious Competence (IRC) in Students of Education: An Exploratory Study. Religions<\/em>, (15)<\/em>21,1-11. https:\/\/www.mdpi.com\/2077-1444\/15\/1\/21#<\/p>\n\n\n\n

Autores:<\/strong> Assumpta Aneas, Carmen Carmona, Tamar Shuali Trachtenberg i Alejandra Montan\u00e9.<\/p>\n\n\n\n

(1) Background: The purpose of this study is to present a scale for the assessment of interreligious competence (IRC) and to make a first descriptive appraisal of future educators, focused on their capacity to cope with conflicts. (2) Results: The relationship between IRC and strategies to cope with conflict is noteworthy. Significant correlations have been found between interreligious competence and coping strategies, mainly in emotional IRC. (3) Methods: A survey study included 1175 undergraduate students in educational science. Descriptive, correlational, and regression analyses were performed. (4) Conclusions: The IRC scale received empirical support regarding its validity and reliability and contributes to the repertoire of assessment tools which facilitate quantitative analysis of IRC. The results demonstrate that one\u2019s ability to manage the emotional climate that arises from conflict and interaction with others is in part explained by three types of coping associated with emotional IRC. Coping with conflicts due to involving individuals from different backgrounds, particularly in terms of religion, requires a multifaceted and culturally competent approach. Developing interreligious competence is crucial in fostering understanding, mitigating tensions, and promoting emotional and harmonious coexistence.<\/p>\n\n\n

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El periplo de la juventud que migra sola: Procesos migratorios e itinerarios institucionales<\/mark>.<\/h3>\n\n\n\n

Vil\u00e0, R., Sim\u00f3, M., Schmidlin, M. y Beltr\u00e1n, O. (2023). El periplo de los menores y j\u00f3venes que migran solos: Procesos migratorios e itinerarios institucionales. Revista de Investigaci\u00f3n Educativa, 41<\/em>(2), 593-608. https:\/\/doi.org\/10.6018\/rie.540991<\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Marta Sim\u00f3 S\u00e1nchez, Melissa Schmidlin Roccatagliata i Omaira Beltr\u00e1n S\u00e1nchez.<\/p>\n\n\n\n

El presente art\u00edculo tiene como finalidad abordar el proceso migratorio de los y las j\u00f3venes que migran solos\/as en Barcelona, conocer el itinerario geogr\u00e1fico e institucional que deben recorrer y conocer las situaciones a las que se enfrentan en Barcelona. Para dar respuesta a dicha finalidad, se realiz\u00f3 un estudio cualitativo-descriptivo a partir de las t\u00e9cnicas de entrevista y grupos de discusi\u00f3n, para identificar y triangular la visi\u00f3n de tres colectivos: las y los j\u00f3venes que han migrado solos a Barcelona, las y los educadores que trabajan en instituciones con esta juventud y la direcci\u00f3n de los centros. Participaron 42 j\u00f3venes, 15 educadores y 2 personas responsables de DGAIA y entidad del tercer sector, respectivamente. Los resultados muestran que hay motivaciones compartidas para emi-grar, vinculadas principalmente a situaciones de precariedad de sus pa\u00edses de origen y a la b\u00fasqueda de un futuro mejor. Al mismo tiempo, se observ\u00f3 que las expectativas previas son muy diferentes a la realidad que enfrentan cuando llegan a Barcelona. Por otro lado, se identifican diferentes itinerarios geogr\u00e1ficos y rutas de llegada a Barcelona y diversos circuitos institucionales, caracterizados, prin-cipalmente, por las diferencias que hay entre las comunidades aut\u00f3nomas por las que han pasado. Por \u00faltimo, la situaci\u00f3n de calle que viven algunos supone una alta precariedad y desprotecci\u00f3n, y la viven principalmente j\u00f3venes mayores o menores de edad que han escapado de los centros.<\/p>\n\n\n

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Impacto de la resiliencia en la vida de j\u00f3venes que migran solos<\/mark>.<\/h3>\n\n\n\n

Mohamed, J., Ruiz, F. y Vil\u00e0, R. (2023). Impacto de la resiliencia en la vida de j\u00f3venes que migran solos. Migraciones<\/em>, 1-21. https:\/\/revistas.comillas.edu\/index.php\/revistamigraciones\/article\/view\/19088\/18116<\/a><\/p>\n\n\n\n

Autores: <\/strong>Jhandy Mohamed Abderrahman, Francisca Ruiz Garz\u00f3n y Ruth Vil\u00e0.<\/p>\n\n\n\n

El objetivo de este estudio es conocer el perfil de los j\u00f3venes que han migrado solos a Melilla(Espa\u00f1a) desde pa\u00edses africanos e identificar y analizar las conductas o elementos que favore-cen su resiliencia. El estudio se enmarca en el paradigma positivista con el cuestionario comoinstrumento de recogida de datos. La muestra estuvo compuesta por 148 menores (de centrosde acogida y de la calle) elegidos por muestreo probabil\u00edstico. Los resultados muestran quelos participantes presentan puntuaciones moderadamente elevadas respecto a su nivel de re-siliencia, siendo los m\u00e1s resilientes aquellos que viven en la calle, que no est\u00e1n escolarizadoso que se perciben en el futuro con pareja, y los menos resilientes aquellos que se encuentranen el centro de acogida \u201cFuerte Pur\u00edsima\u201d, que est\u00e1n matriculados en cursos y talleres forma-tivos (peluquer\u00eda, alba\u00f1iler\u00eda, hosteler\u00eda, inmersi\u00f3n ling\u00fc\u00edstica…) o que se perciben solteros\/as dentro de 10 a\u00f1os.<\/p>\n\n\n

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Evaluation of Intercultural and Interreligious DialogueCompetencies. Identification of Factors Related with Its Performance among Adolescents in the City of Barcelona<\/mark>. <\/h3>\n\n\n\n

Aneas, A & Vil\u00e0, R. (2023). Evaluation of Intercultural and Interreligious Dialogue Competencies. Identification of Factors Related with Its Performance among Adolescents in the City of Barcelona, Religion & Education<\/em>, 1-18.<\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os i Assumpta Aneas \u00c1lvarez.<\/p>\n\n\n\n

A survey study was carried out among 942 students inBarcelona. The study demonstrated that the questionnaireapplied ensured validity and reliability for detecting and evalu-ating interreligious dialogue competencies. The most signifi-cant results were that a regression analysis identified fivepredictor variables of intercultural and interreligious compe-tencies: (1) overcoming prejudice; (2) disregarding a person\u2019sreligion when establishing friendship; (3) the ability to copewith conflicts; and (4) not avoiding a relationship with some-one due to their cultural background. Lastly, results alsoshowed the importance of working in secondary schools inorder to advance toward a culture of peace.<\/p>\n\n\n

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Researchers\u2019 Reflections on Focus Groups with Unaccompanied Migrant Youths<\/mark><\/h3>\n\n\n\n

Vil\u00e0 Ba\u00f1os, R., S\u00e1nchez Mart\u00ed, A., Schmidlin Roccatagliata, M., & Beltr\u00e1n S\u00e1nchez, O. (2022). Researchers\u2019 reflections on focus groups with unaccompanied migrant youths, MONITORISH, Revija za humanisti\u010dne in dru\u017ebene vede Journal for the Humanities and Social Sciences<\/em> (24)1, 69-90.<\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Angelina S\u00b4nachez Mart\u00ed, Melissa Schmidlin Roccatagliata i Omaira Beltr\u00e1n S\u00e1nchez. <\/p>\n\n\n\n

One of the main objectives of the research project \u201cIntercultural and Interreligious Dialogue to Promote a Culture of Peace among Young People and Unaccompanied Migrant Minors in Barcelona and Melilla\u201d (RTI2018-095259-B-I00, MCIU\/AEI\/FEDER,EU), was to make the situation of migrant minors in Barcelona and Melilla visible. Five focus groups were held with unaccompanied minors from fostering centres in Barcelona, and two with minors living on the streets in the same city. The purpose of this article is how the researchers\u2019 reflections, as a component of the analysis of the focus groups, yielded emerging categories that doubtlessly both complemented and influenced the analytical process, such as: the impressions of participants\u2019 private feelings; the influence of authority figures present during the interviews, mainly educators; the difficulty of talking about and sharing some experiences, especially those regarding the migration process; participants\u2019 relationships and previous knowledge of each other; their emotions and non-verbal language; communication and linguistic issues; and interview participation. These topics were identified as factors that needed to be taken into account in the final conclusions and as aspects to reflect on when evaluating techniques used during research with unaccompanied minors.<\/p>\n\n\n

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Evaluaci\u00f3n de competencias para el di\u00e1logo intercultural e interreligioso. Estudio exploratorio en estudiantes de secundaria de Barcelona.<\/mark><\/h3>\n\n\n\n

Vil\u00e0, R., Aneas, A., Freixa, M., & Schmidlin, M. (2022). Evaluaci\u00f3n de competencias para el di\u00e1logo intercultural e interreligioso. Estudio exploratorio en estudiantes de secundaria de Barcelona. RELIEVE, 28<\/em>(2), art. 8. http:\/\/doi.org\/10.30827\/relieve.v28i2.25158<\/a>    <\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Assumpta Aneas \u00c1lvarez, Montse Freixa Niella i Melissa Schmidlin Roccatagliata.<\/p>\n\n\n\n

La presencia de migrantes menores no acompa\u00f1ados en nuestras comunidades y el consecuente mutuo impacto con la sociedad anfitriona es un fen\u00f3meno de gran relevancia educativa. En torno a estos j\u00f3venes se configura un imaginario sobre el que se argumentan buena parte de los discursos islam\u00f3fobos, xen\u00f3fobos y racistas presentes en nuestros medios de comunicaci\u00f3n y en los argumentos pol\u00edticos de los partidos m\u00e1s radicales del estado. En ese contexto, el presente art\u00edculo aborda la problem\u00e1tica de la percepci\u00f3n de los adolescentes sobre los j\u00f3venes que migran solos y el desarrollo de competencias interculturales para el di\u00e1logo interreligioso. Para ello se realiz\u00f3 un estudio por encuesta donde participaron 942 estudiantes de 3\u00ba y 4\u00ba de educaci\u00f3n secundaria obligatoria de institutos de la ciudad de Barcelona. En t\u00e9rminos generales, los resultados muestran que los y las participantes se encuentran en un estadio de aceptaci\u00f3n de la diversidad religiosa. Por otro lado, muestran que los y las j\u00f3venes tienden a actuar frente a situaciones de conflicto con personas diferentes a ellos\/ellas utilizando estrategias propias del estilo de afrontamiento en relaci\u00f3n con los\/las dem\u00e1s. Por \u00faltimo, se observa que las y los estudiantes tienen actitudes que superan moderadamente los prejuicios hacia los j\u00f3venes que migran solos. Los resultados muestran la importancia de trabajar desde la educaci\u00f3n y, concretamente, desde los centros educativos de secundaria para la construcci\u00f3n de una cultura de paz y una sociedad m\u00e1s inclusiva.<\/p>\n\n\n

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Resilience among unaccompanied foreign minors<\/mark><\/h3>\n\n\n\n

Mohamed-Abderrahman, J, Ruiz-Garz\u00f3n, F. i Vil\u00e0-Ba\u00f1os, R. (2022) Resilience among unaccompanied foreig minors. Revista de Cercetare si Interventie Sociala<\/em> 79<\/em>, 70-85. https:\/\/doi.org\/10.33788\/rcis.79.5 <\/a> <\/p>\n\n\n\n

Autores:<\/strong> Jhandy Mohamed-Abderrahman, Francisca Ruiz Garz\u00f3n i Ruth Vil\u00e0 Ba\u00f1os.<\/p>\n\n\n\n

This paper deals with resilience in unaccompanied foreign minors (referred to as MENA in Spanish) who are in Melilla, either in reception centres or in a \u201cstreet situation\u201d. The presence of these young people in Melilla has been increasing signifi cantly since 2014, becoming a major problem for a city of only 12.3 km2, a population of approximately 87,000 inhabitants and bordering Morocco, the country from which most of them come. The aim of this study is to identify and analyse the behaviours or elements that favour resilience in MENA. To this end, a quantitative methodology has been chosen, using a questionnaire with a sufficient degree of validity and reliability aimed at identifying the MENA with the greatest number of resilient indicators. The sample consisted of 148 MENA, chosen by probability sampling. The results show that most of them have migrated for work. Almost all of them are from urban backgrounds and come from large families. More than half have a good family relationship. They have been in Melilla for up to 12 years, are multilingual, more than half feel Moroccan and many are not in school. In 10 years\u2019 time, most of them imagine themselves married, with a stable job and living in another Spanish city. Young people in a \u201cstreet situation\u201d, who are the most resilient, prefer to be on the street rather than in a reception centre. Three clusters corresponding to MENA profi les with diff erent levels of resilience were identifi ed through a two-stage analysis.<\/p>\n\n\n

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High School Student’s Attitudes towards Migrant Youth<\/mark><\/h3>\n\n\n\n

Vil\u00e0, R., S\u00e0nchez, A. i Freixa, M. (2022). High School Students\u2019 Attitudes towards Migrant Youth. Revista de Cercetare si Interventie Sociala,  78<\/em>, 72-86. https:\/\/doi.org\/10.33788\/rcis.78.5 <\/a><\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Angelina S\u00e0nchez Mart\u00ed i Montse Freixa Niella.<\/p>\n\n\n\n

The appearance of unaccompanied migrant minors in our communities and the impact they have had on Spanish society, and vice-versa, is a phenomenon of outstanding educational importance, as it has brought into public awareness issues such as child vulnerability and focused our attention on the legal, social and educational policies and resources that are meant to materialise an inclusive, democratic and just society. Around these young people, mainly from the Maghreb and therefore identified with Islam, society has created an image that serves to bolster many Islamophobic, xenophobic and racist discourses emanating from the media and the ideologies of Spanish far-right political parties. This is achieved by generalising the criminal conduct of some migrant youths, by depersonalising them as human beings and by linking news about them to vicarious emotions such as mistrust and the feeling of menace. Recognising the importance of this phenomenon, in this article we present the results of a study aiming to identify and analyse the main stereotypes, attitudes and prejudices that Barcelona secondary-school students have towards unaccompanied migrant minors (MENA in their Spanish initials). To this end a questionnaire based on the Overcoming Prejudice Scale (Etxeberria, Murua, Arrieta, Garmendia & Etxeberria, 2012) was administered. Our findings showed that high-school students hold certain prejudices and stereotypes that should be tackled in order to promote the integration and inclusion of unaccompanied migrant minors and to ensure a culture of peace among young people.<\/p>\n\n\n

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L\u2019acollida \u201con the move\u201d de la inf\u00e0ncia i joventut que migra sola a Catalunya. Una visi\u00f3 des dels i les professionals<\/mark><\/h3>\n\n\n\n

Freixa, M., S\u00e0nchez, A., Venceslao, M., & Vil\u00e0, R. (2022). L\u2019acollida \u201con the move\u201d de la inf\u00e0ncia i joventut que migra sola a Catalunya. Una visi\u00f3 des dels i les professionals. Quaderns De l\u2019Institut Catal\u00e0 d\u2019Antropologia<\/em>, (38)1, 97-118. https:\/\/doi.org\/10.56247\/qua.396 <\/a><\/p>\n\n\n\n

Autores:<\/strong> Montse Freixa Niella, Angelina S\u00e0nchez Mart\u00ed, Marta Venceslao Pueyo i Ruth Vil\u00e0 Ba\u00f1os.<\/p>\n\n\n\n

Els processos d\u2019acollida del sistema de pro\u00adtecci\u00f3 a la inf\u00e0ncia esdevenen el punt inicial de l\u2019acompanyament de la inf\u00e0ncia i joven\u00adtut que migra sola i del desenvolupament posterior dels seus itineraris socioeduca\u00adtius. Mitjan\u00e7ant entrevistes semiestructura\u00addes, s\u2019ha recollit la visi\u00f3 de 15 educadors i educadores de diferents centres, recursos i organitzacions del sistema de protecci\u00f3 de Catalunya desplegats, principalment, amb l\u2019Estrat\u00e8gia catalana per a l\u2019acollida i la inclusi\u00f3. Els resultats dibuixen un sistema d\u2019acollida protocol\u00b7litzat que es mou en una \u201cdoble bipolaritat normativa\u201d com a \u201cmenors susceptibles de protecci\u00f3\u201d i, a la vegada, com a subjectes de control migratori. L\u2019an\u00e0lisi de l\u2019experi\u00e8ncia viscuda per aquesta inf\u00e0ncia des de la visi\u00f3 de les i els professionals que els acompanyen posa de relleu situacions de mobilitat i immobilitat m\u00faltiples i permet entreveure els significats ocults i atribu\u00efts de la seva materialitzaci\u00f3. Mentre transiten pel sistema d\u2019acollida es troben amb nombroses \u201cportes\u201d que re\u00adforcen l\u2019efecte embut condicionant els seus itineraris i traduint-se, en masses ocasions, en situacions d\u2019exclusi\u00f3. Des de l\u2019atenci\u00f3 socioeducativa es conclou que l\u2019acollida ha de possibilitar la construcci\u00f3 de vincles per ressituar-la, dignificar-la i entendre les rela\u00adcions de poder que la condicionen.<\/p>\n\n\n

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The migration process of young migrants in Barcelona<\/mark><\/h3>\n\n\n\n

Schmidlin, M., Beltr\u00e1n, O., Freixa, M. (2022). The migration process of young migrants in Barcelona. Revista Catalana de Pedagogia<\/em>, 22, 16-32. https:\/\/doi.org\/10.2436\/20.3007.01.178<\/a> <\/p>\n\n\n\n

Autores:<\/strong> Melissa Schmidlin Roccatagliata, Omaira Beltr\u00e1n S\u00e1nchez i MOntse Freixa Niella.<\/p>\n\n\n\n

The continuous arrival of young migrants is now a reality in Spain and in Barcelona in particular. Learning about and understanding the migration process is, therefore, essential to develop adequate fostering processes that meet the needs and ensure the rights of these young migrants. The purpose of this article is to explore the migration process of young people migrating to Barcelona unaccompanied, with special attention to their motivations and to their experiences during the migratory journey. A descriptive qualitative study (R&D project funded by the Ministry of Science and Innovation, RTI2018-095259-B-I00, MCIU\/AEI\/FEDER, UE) was conducted. This study consisted of semi-structured interviews of young migrants living at various foster centres or living on the streets, and of educators and professionals working with these young people. The results show that the conditions in their countries of origin and their search for a better future are the main reasons that motivate young people to emigrate. Extremely harsh journeys are reported as well as some surprisingly positive experiences, and this information could be an essential factor in helping to change the way that we, as receiving societies, view the migratory process of young migrants.<\/p>\n\n\n

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Simposio 9. Infancia y juventud que migra sola: procesos migratorios, necesidades, sistemas de protecci\u00f3n, capacidades, percepci\u00f3n y expectativas de futuro<\/mark><\/h3>\n\n\n\n

Sanchez, A. (Coord.). (14-17 de junio de 2022). Simposio 9. Infancia y juventud que migra sola: procesos migratorios, necesidades, sistemas de protecci\u00f3n, capacidades, percepci\u00f3n y expectativas de futuro.<\/em> XX Congreso Internacional de Investigaci\u00f3n Educativa: Educaci\u00f3n Inclusiva y Equitativa de Calidad (AIDIPE 2022). Santiago de Compostela. http:\/\/hdl.handle.net\/2445\/186861<\/a> <\/p>\n\n\n\n

Autores:<\/strong> Angelina S\u00e1nchez Mart\u00ed, Ruth Vil\u00e0 Ba\u00f1os, Marta Sim\u00f3, Montserrat Freixa Niella, Marta Venceslao, Franciele Corti, Inmaculada Alemany, Miguel \u00c1ngel Gallardo, Mar\u00eda de los \u00c1ngeles Jim\u00e9nez, Mar\u00eda del Mar Ortiz G\u00f3mez, Mar\u00eda Rodr\u00edguez Serrano, Gloria Rojas Ruiz, Francisca Ruiz Garz\u00f3n, Sebasti\u00e1n S\u00e1nchez Fern\u00e1ndez, Omaira Beltr\u00e1n S\u00e1nchez
Melissa Schmidlin Roccatagliata.<\/p>\n\n\n\n

La creciente llegada de la infancia y juventud que migra sola en los \u00faltimos 20 a\u00f1os ha supuesto un reto para los sistemas de protecci\u00f3n. Conocer las experiencias de los j\u00f3venes resulta esencial, sobre todo por la heterogeneidad de perfiles, motivaciones y trayectos migratorios. Por ello, este simposio busca establecer un debate acerca de las necesidades socioeducativas, expectativas y relatos de futuro de estos ni\u00f1os\/as y adolescentes, y, en segundo lugar, acerca de los retos con los que se encuentran en los centros, recursos y organizaciones. Este debate pretende transcender la preocupaci\u00f3n actual por la vulnerabilidad, la dependencia y los imperativos de protecci\u00f3n hacia un di\u00e1logo m\u00e1s din\u00e1mico que complemente el enfoque de los estudios y trabajos actuales con otros en los que se reconozca la capacidad y ambici\u00f3n de los j\u00f3venes colocando en derecho a la movilidad infantil y adolescente en el centro de una forma legal y segura.<\/p>\n\n\n

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Researchers\u2019 reflections on focus groups with unaccompanied migrant youths<\/mark><\/h3>\n\n\n\n

Vil\u00e0, R., S\u00e1nchez, A., Schmidlin, M. & Beltr\u00e0n, O. (2-4 june 2022). Researchers\u2019 reflections on focus groups with unaccompanied migrant youths. Scientific Conference Child Migration and Integration: Trends & Challenges. <\/span>Ljubljana, Slovenia. http:\/\/hdl.handle.net\/2445\/186478<\/a><\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Angelina S\u00e1nchez Mart\u00ed, Melissa Schmidlin Roccatagliata i Omaira Beltr\u00e1n S\u00e1nchez.<\/p>\n\n\n\n

One of the main objectives of the research project \u201cIntercultural and Interreligious Dialogue to Promote a Culture of Peace among Young People and Unaccompanied Migrant Minors in Barcelona and Melilla\u201d (RTI2018-095259-B-I00, MCIU\/AEI\/FEDER, EU) was to make the situation of migrant minors in Barcelona and Melilla visible. Five focus groups were held with unaccompanied minors from fostering centres in Barcelona, and two with minors living on the streets in the same city. Some topics emerging during the interviews (recorded in audio format by the researchers) were: impressions of participants\u2019 private feelings; the influence of authority figures present during the interviews, mainly educators; the difficulty of talking about and sharing some experiences, especially those regarding the migration process; participants\u2019 relationships and previous knowledge of each other; their emotions and nonverbal language; communication and linguistic issues; and interview participation. These topics were identified as factors that needed to be taken into account in the final conclusions and as aspects to reflect on when evaluating techniques used in research with unaccompanied minors.<\/p>\n\n\n

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High school students\u2019 attitudes towards migrant youth<\/mark><\/h3>\n\n\n\n

Vila, R., Aneas, A., Freixa, M. & Schmidlin, M. (2-4 june 2022). <\/span>High school students\u2019 attitudes towards migrant youth. Scientific Conference Child Migration and Integration: Trends & Challenges. <\/span>Ljubljana, Slovenia. http:\/\/hdl.handle.net\/2445\/186479<\/a> <\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Assumpta Aneas \u00c1lvarez, Montse Freixa Niella i Melissa Schmidlin Roccatagliata.<\/p>\n\n\n\n

The appearance of unaccompanied migrant minors in our communities and the impact they have had on Spanish society, and vice-versa, is a phenomenon of outstanding educational importance, as it has brought into public awareness issues such as child vulnerability and focused our attention on the legal, social and educational policies and resources that are meant to materialise an inclusive, democratic and just society. Around these young people, mainly from the Maghreb and therefore identified with Islam, society has created an image that serves to bolster many Islamophobic, xenophobic and racist discourses emanating from the media and the ideologies of Spanish far-right political parties. This is achieved by generalising the criminal conduct of some migrant youths, by depersonalising them as human beings and by linking news about them to vicarious emotions such as mistrust and the feeling of menace. Recognising the importance of this phenomenon, the Spanish Ministry of Science and Innovation has funded our project, titled \u201cIntercultural and Interreligious Dialogue for Promoting a Culture of Peace among Unaccompanied Minors in Barcelona and Melilla\u201d (RTI2018-095259-B-I00, MCIU\/AEI\/FEDER, UE), and carried out jointly by the University of Barcelona Education Faculty and the University of Granada at Melilla. In this article we present the results of a study aiming to identify and analyse the main stereotypes, attitudes and prejudices that Barcelona secondary-school students have towards unaccompanied migrant minors (MENA in their Spanish initials). To this end a questionnaire based on the Overcoming Prejudice Scale (Escala de Superaci\u00f3n de Prejuicios, Etxeberria, Murua, Arrieta, Garmendia and Etxeberria, 2012) was administered. Our findings showed that high-school students hold certain prejudices and stereotypes that should be tackled in order to promote the integration and inclusion of unaccompanied migrant minors and to ensure a culture of peace among young people.<\/p>\n\n\n

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La veu dels joves migrat sols a Barcelona<\/mark>. Resultats parcials del projecte: \u201cDi\u00e0leg intercultural i interreligi\u00f3s per a fomentar la cultura de pau a joves i menors estrangers no acompanyats (MENA) a Barcelona i Melilla\u201d<\/mark><\/h3>\n\n\n\n

Vil\u00e0, R., et al. (2022) La veu dels joves migrat sols a Barcelona. Resultats parcials del projecte: \u201cDi\u00e0leg intercultural i interreligi\u00f3s per a fomentar la cultura de pau a joves i menors estrangers no acompanyats (MENA) a Barcelona i Melilla\u201d<\/span>.<\/em> http:\/\/diposit.ub.edu\/dspace\/handle\/2445\/186081 <\/a><\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Omaira Beltr\u00e1n S\u00e1nchez, Franciele Corti, Montse Freixa Niella, In\u00e9s Massot Lafon, Maribel Mateo Gom\u00e0, Angelina S\u00e1nchez Mart\u00ed, Melissa Schmidlin Roccatagliata, Marta Sim\u00f3 S\u00e0nchez i Marta Venceslao Pueyo.<\/p>\n\n\n\n

El document presenta els resultats de les entrevistes realitzades en el marc de la fase 1 del projecte de recerca I+D \u201cDi\u00e0leg intercultural i interreligi\u00f3s per a fomentar la cultura de pau en joves i menors estrangers no acompanyats (MENA) a Barcelona i Melilla\u201d (RTI2018-095259-B-I00, MCIU\/AEI\/FEDER, EU), finan\u00e7at pel Ministeri de Ci\u00e8ncia, Innovaci\u00f3 i Universitats d’Espanya.
L’objectiu general de la primera fase era visibilitzar la situaci\u00f3 dels joves que migren solos a Barcelona i Melilla. Espec\u00edficament, analitzar necessitats socioeducatives, expectatives i relats de futur dels joves a Barcelona i Melilla, d’una banda, i, d’altra banda, identificar reptes i millores per als centres, recursos i organitzacions que treballen amb aquest col\u00b7lectiu.
Per a respondre a aquests objectius es van realitzar grups de discussi\u00f3, a partir d’un gui\u00f3 d’entrevista semi-estructurada, a joves que han migrat solos en centres d’acolliment i joves migrants que es troben en situaci\u00f3 de carrer a Barcelona i Melilla. Els resultats es van estructurar entorn de quatre categories, les quals es descriuen i desenvolupen en el present informe.
El present informe correspon nom\u00e9s als resultats de l’an\u00e0lisi dels grups de discussi\u00f3 realitzats a Barcelona durant els mesos de febrer i mar\u00e7 de 2021, els quals es van dur a terme 5 grups de discussi\u00f3 amb joves en centres d’acolliment i 2 grups amb joves en situaci\u00f3 de carrer. Per a la realitzaci\u00f3 de les entrevistes es va comptar amb el perm\u00eds de la Direcci\u00f3 General d\u2019Atenci\u00f3 a la Inf\u00e0ncia i l\u2019Adolesc\u00e8ncia de la Generalitat de Catalunya i amb el consentiment voluntari dels joves.<\/p>\n\n\n

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Di\u00e1logo intercultural para fomentar la cultura de paz de menores extranjeros no acompa\u00f1ados (MENA) en Barcelona y Melilla<\/mark><\/h3>\n\n\n\n

S\u00e1nchez Fern\u00e1ndez, Sebasti\u00e1n y Ruiz Garz\u00f3n, Francisca (2022). Di\u00e1logo intercultural para fomentar la cultura de paz de menores extranjeros no acompa\u00f1ados (MENA) en Barcelona y Melilla. En Fanny T. A\u00f1a\u00f1os, Mar\u00eda del Mar Garc\u00eda-Vita y Ana Amaro Agudo (Coords.), Justicia social. G\u00e9nero e intervenci\u00f3n socioeducativa. Vol. II. Actualidad e intervenci\u00f3n socioeducativa en distintos contextos <\/em>(pp. 205-214). Ediciones Pir\u00e1mide.<\/p>\n\n\n\n

Autores:<\/strong> Sebasti\u00e1n S\u00e1nchez Fernand\u00e9z y Francisca Ruiz Garz\u00f3n.<\/p>\n\n\n\n

La Espa\u00f1a actual enfrenta una crisis de migraci\u00f3n y refugiados cada vez m\u00e1s compleja, donde los menores extranjeros no acompa\u00f1ados (MENA) siguen siendo un tema de actualidad, tanto a nivel nacional como internacional. Son un colectivo que precisa de una atenci\u00f3n especial por parte de las instituciones gubernamentales y los profesionales correspondientes. La propuesta del proyecto que presentamos (RTI2018-095259-B-I00, MCIU\/AEI\/FEDER, UE) se centra en los MENA y las organizaciones que atienden este colectivo. Para ello, los objetivos generales que se proponen son la visibilizaci\u00f3n de la situaci\u00f3n de los MENA en nuestro pa\u00eds, la detecci\u00f3n de necesidades de estos j\u00f3venes y de las organizaciones que los atienden; y, el an\u00e1lisis de las competencias para el di\u00e1logo intercultural e interreligioso de las y los j\u00f3venes menores de edad (14-16 a\u00f1os) en Barcelona y Melilla. Estos an\u00e1lisis fundamentar\u00e1n orientaciones para los organismos gubernamentales responsables en las ciudades de Barcelona y Melilla, para la atenci\u00f3n del colectivo MENA; as\u00ed como, el dise\u00f1o de orientaciones para las organizaciones que trabajan con el colectivo MENA; y finalmente, acciones dirigidas a la juventud. En esta ponencia presentamos el estudio descriptivo-comprensivo mediante el uso del
grupo de discusi\u00f3n y la entrevista como t\u00e9cnicas b\u00e1sicas para recoger la visi\u00f3n de los MENA tanto en centros, como en la calle; as\u00ed como de sus educadores. Entre los resultados y conclusiones preliminares destaca que no se est\u00e1 dando una respuesta efectiva a la situaci\u00f3n de extrema vulnerabilidad de estos ni\u00f1os y adolescentes que sufren diversas trasgresiones de sus derechos desde su llegada.<\/p>\n\n\n\n

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El di\u00e1logo interreligioso. Una asignatura pendiente entre las organizaciones sociales y educativas<\/mark><\/h3>\n\n\n\n

Freixa, M., Graell, M., Noguera, E., y Vil\u00e0, R. (2021). El di\u00e1logo interreligioso. Una asignatura pendiente entre las organizaciones sociales y educativas<\/mark>. Modulema<\/em>, 5, 151-169. https:\/\/doi.org\/10.30827\/modulema.v5i.21962 <\/a><\/p>\n\n\n\n

Autores:<\/strong> Montse Freixa Niella, Mariola Graell Mart\u00edn, Elena Noguera Pigem y Ruth Vil\u00e0 Ba\u00f1os.<\/p>\n\n\n\n

La poblaci\u00f3n ha cambiado, as\u00ed como su cultura y sus creencias, creando una globalidad que en algunas ocasiones se hace dif\u00edcil de entrelazar sin di\u00e1logo. La finalidad de este art\u00edculo es analizar las posibilidades de confluencia entre organizaciones y centros educativos de secundaria para poder desarrollar proyectos de di\u00e1logo intercultural e interreligioso. Se ha desarrollado un estudio descriptivo-comprensivo mediante 21  entrevistas a organizaciones, y un cuestionario a 275 centros de secundaria de Catalunya. Entre los resultados  obtenidos se desprende la dificultad para un partenariado para el di\u00e1logo interreligioso e intercultural,  asignatura pendiente entre organizaciones y centros educativos.<\/p>\n\n\n

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Child and Adolescent Care Services: Addressing the Vulnerability of Unaccompanied Minors in Barcelona<\/mark><\/h3>\n\n\n\n

Vil\u00e0, R., Freixa, M., S\u00e1nchez, A., i Mateo, M. (2021). Child and Adolescent Care Services: Addressing the Vulnerability of Unaccompanied Minors in Barcelona. En: M. G\u00f3mez. (Ed). Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education<\/em> (pp. 16-36). IGI Global.<\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Montse Freixa Niella, Angelina S\u00e1nchez Mart\u00ed i Maribel Mateo Gom\u00e0.<\/p>\n\n\n\n

Although unaccompanied minors became visible in Spain in the late 1990s, they are still seen as a new migratory phenomenon, provoking numerous debates and questions around appropriate responses. This chapter aims to unveil the rights and wrongs of the current protection system in Catalonia through analysis and discussion of the role of socio-educational intervention in overcoming the prejudicebased discourses and attitudes that criminalize these migrants. In a descriptive study, staff from all the centres of the protection system of the Barcelona General Directorate for Child and Adolescent Care were interviewed. Results showed that overcrowding in the protection system was causing tensions and dysfunctions. Great efforts must be made to develop individualized educational interventions adapted to unaccompaniedminors\u2019specific situations and to facilitate theirintegration. Fivemain recommendations and a range of future lines of research derive from these findings.<\/p>\n\n\n

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Religion in Early Chilhood. Guidelines for preservice teachers<\/mark><\/h3>\n\n\n\n

Vil\u00e0-Ba\u00f1os, R., Freixa, M., Aneas, A. i S\u00e1nchez, A. (2021). Religion in Early Chilhood. Guidelines for preservice teachers. En: En: M, Rojas-Cortez (Ed.). Keeping up with the Times: Diversity and Inclusion in Early Childhood Teacher Education Programs. (pp.61-86). Rowman & Littlefield.<\/p>\n\n\n\n

Autores:<\/strong> Ruth Vil\u00e0 Ba\u00f1os, Montse Freixa Niella, Angelina S\u00e1nchez Mart\u00ed, Assumpta Aneas \u00c1lvarez.<\/p>\n\n\n\n

This chapter set out a series of concepts and precepts as a guide for preservice teacher on how to address religion in early childhood, under the following headings:<\/p>\n\n\n\n