Sociological perspectives on migrant children's education: The public chilean schools case

Dante Castillo; Alejandro Vega-Muñoz

doi:10.4018/978-1-7998-1847-2.ch005

Sociological perspectives on migrant children's education: The public chilean schools case

Dante Castillo
, Alejandro Vega-Muñoz

Universidad de Santiago de Chile
PIIE Corporation

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Scopus citations

Abstract

This chapter aims to analyze from a sociological perspective the process of schooling for migrant children based on the observed relationships among students in order to provide inputs to strengthen the dynamics of the Chilean inclusive school system. Its thematic relevance lies in the social impact on minorities of social exclusion in their school experience and its impact on social integration. Through a qualitative approach in five communes of the Santiago metropolitan area (Chile) that concentrate a high migrant population (Bolivian, Colombian, Dominican, Haitian, and Peruvian), the results show the complex social and school reality associated with migration and permanence in the formal school system and migrant group inclusion difficulties in the daily dynamics.

Original language	English
Title of host publication	Sociological Perspectives on Educating Children in Contemporary Society
Publisher	IGI Global
Pages	107-137
Number of pages	31
ISBN (Electronic)	9781799818496
ISBN (Print)	1799818470, 9781799818472
DOIs	https://doi.org/10.4018/978-1-7998-1847-2.ch005
State	Published - 27 Dec 2019
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 1 No Poverty
SDG 4 Quality Education
SDG 10 Reduced Inequalities

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10.4018/978-1-7998-1847-2.ch005

Cite this

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abstract = "This chapter aims to analyze from a sociological perspective the process of schooling for migrant children based on the observed relationships among students in order to provide inputs to strengthen the dynamics of the Chilean inclusive school system. Its thematic relevance lies in the social impact on minorities of social exclusion in their school experience and its impact on social integration. Through a qualitative approach in five communes of the Santiago metropolitan area (Chile) that concentrate a high migrant population (Bolivian, Colombian, Dominican, Haitian, and Peruvian), the results show the complex social and school reality associated with migration and permanence in the formal school system and migrant group inclusion difficulties in the daily dynamics.",

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AB - This chapter aims to analyze from a sociological perspective the process of schooling for migrant children based on the observed relationships among students in order to provide inputs to strengthen the dynamics of the Chilean inclusive school system. Its thematic relevance lies in the social impact on minorities of social exclusion in their school experience and its impact on social integration. Through a qualitative approach in five communes of the Santiago metropolitan area (Chile) that concentrate a high migrant population (Bolivian, Colombian, Dominican, Haitian, and Peruvian), the results show the complex social and school reality associated with migration and permanence in the formal school system and migrant group inclusion difficulties in the daily dynamics.

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PB - IGI Global

ER -

Sociological perspectives on migrant children's education: The public chilean schools case

Abstract

UN SDGs

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