Alejandro Paniagua
Biographic Data
| ID | 214711 |
|---|---|
| NAME | Alejandro Paniagua |
| GIVEN NAMES | Alejandro |
| FAMILY NAME | Paniagua |
| SIGNATURE | PANIAGUA A |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0002-7794-8321 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Building Belonging, Not Just Buildings
High-quality Early Childhood Education and Care (ECEC) services have been shown to enhance children’s cognitive and academic skills significantly, and their social and emotional development. In contexts of limited public investment, or when childcare provision is merely subsumed into schooling frameworks and buildings, service quality and outreach can become a challenge. Based on the results of a project in Barcelona, Tampere and Milan, this pape…
Lunetas
Unidades
Infierno
De la Diversidad a la Construcción de las Necesidades Educativas en las Aulas de Primaria
A partir de sus experiencias enseando a tres nios y nias identificados como "alumnado de necesidades educativas especiales" procedentes de familias lingstica, cultural y socioeconmicamente diversas, este artculo describe las ambigedades a las que hacen frente varias maestras y maestros en relacin con las necesidades de estos alumnos y alumnas. A travs de las entrevistas y conversaciones mantenidas con estos profesionales se analiza la forma en la…
Enhancing the participation of immigrant families in schools through Intermediary Organizations? The case of Parents’ Associations in Catalonia
This paper discusses the results of an action-research project developed in a federation of Parents Associations (PAs) in Catalonia, aimed at helping PAs involve immigrant families. First, I nuance the idea of participation in schools to highlight some of the problems associated with participative initiatives targeting ‘hard to reach’ parents. Then, I borrow the notion of Intermediary Organizations (IOs) to assess in what ways PAs may be able to …
Legitimising inequality? The governance of ‘Others’ through participatory initiatives in schools
This article discusses how the call for families’ active participation in school can be understood as a form of regulatory act producing neoliberal subjectivities based on responsibility, entrepreneurship and rational calculation. The analysis draws on the results of two projects aiming to improve the relationship between families of Spanish Roma and immigrant background and the school. Results suggest that the idea of participation is presented …
The Intersection of Cultural Diversity and Special Education in Catalonia
Drawing on ethnographic data collected in two primary schools, this paper examines the nature of the exclusion experienced by three children of linguistically, culturally, and socioeconomically diverse families labeled as having special education needs. Ambiguities and dilemmas surrounding the intersection of cultural diversity and special education are described, and ways in which the routines performed in mainstream classrooms produce a seeming…
Outsourcing the State’s responsibilities? Third Sector Organizations supporting migrant families’ participation in schools in Catalonia and London
Based on two case studies of Third Sector Organizations (TSOs) working with schools and parents in Catalonia and London, this paper aims to discuss some of the implications of ‘participative’ programs aimed at involving those migrant families seen by schools as ‘hard to reach’. Firstly, we describe how an ambiguous notion of participation can shift responsibilities to families and leave internal school practices free from critical gaze. Secondly,…
Legitimising inequality? The governance of ‘Others’ through participatory initiatives in schools
This article discusses how the call for families’ active participation in school can be understood as a form of regulatory act producing neoliberal subjectivities based on responsibility, entrepreneurship and rational calculation. The analysis draws on the results of two projects aiming to improve the relationship between families of Spanish Roma and immigrant background and the school. Results suggest that the idea of participation is presented …
The Intersection of Cultural Diversity and Special Education in Catalonia
Drawing on ethnographic data collected in two primary schools, this paper examines the nature of the exclusion experienced by three children of linguistically, culturally, and socioeconomically diverse families labeled as having special education needs. Ambiguities and dilemmas surrounding the intersection of cultural diversity and special education are described, and ways in which the routines performed in mainstream classrooms produce a seeming…
Enhancing the participation of immigrant families in schools through Intermediary Organizations? The case of Parents’ Associations in Catalonia
This paper discusses the results of an action-research project developed in a federation of Parents Associations (PAs) in Catalonia, aimed at helping PAs involve immigrant families. First, I nuance the idea of participation in schools to highlight some of the problems associated with participative initiatives targeting ‘hard to reach’ parents. Then, I borrow the notion of Intermediary Organizations (IOs) to assess in what ways PAs may be able to …
Outsourcing the State’s responsibilities? Third Sector Organizations supporting migrant families’ participation in schools in Catalonia and London
Based on two case studies of Third Sector Organizations (TSOs) working with schools and parents in Catalonia and London, this paper aims to discuss some of the implications of ‘participative’ programs aimed at involving those migrant families seen by schools as ‘hard to reach’. Firstly, we describe how an ambiguous notion of participation can shift responsibilities to families and leave internal school practices free from critical gaze. Secondly,…
Outsourcing the State’s responsibilities? Third Sector Organizations supporting migrant families’ participation in schools in Catalonia and London
Based on two case studies of Third Sector Organizations (TSOs) working with schools and parents in Catalonia and London, this paper aims to discuss some of the implications of ‘participative’ programs aimed at involving those migrant families seen by schools as ‘hard to reach’. Firstly, we describe how an ambiguous notion of participation can shift responsibilities to families and leave internal school practices free from critical gaze. Secondly,…
De la Diversidad a la Construcción de las Necesidades Educativas en las Aulas de Primaria
A partir de sus experiencias enseando a tres nios y nias identificados como "alumnado de necesidades educativas especiales" procedentes de familias lingstica, cultural y socioeconmicamente diversas, este artculo describe las ambigedades a las que hacen frente varias maestras y maestros en relacin con las necesidades de estos alumnos y alumnas. A travs de las entrevistas y conversaciones mantenidas con estos profesionales se analiza la forma en la…
Enhancing the participation of immigrant families in schools through Intermediary Organizations? The case of Parents’ Associations in Catalonia
This paper discusses the results of an action-research project developed in a federation of Parents Associations (PAs) in Catalonia, aimed at helping PAs involve immigrant families. First, I nuance the idea of participation in schools to highlight some of the problems associated with participative initiatives targeting ‘hard to reach’ parents. Then, I borrow the notion of Intermediary Organizations (IOs) to assess in what ways PAs may be able to …
Legitimising inequality? The governance of ‘Others’ through participatory initiatives in schools
This article discusses how the call for families’ active participation in school can be understood as a form of regulatory act producing neoliberal subjectivities based on responsibility, entrepreneurship and rational calculation. The analysis draws on the results of two projects aiming to improve the relationship between families of Spanish Roma and immigrant background and the school. Results suggest that the idea of participation is presented …
The Intersection of Cultural Diversity and Special Education in Catalonia
Drawing on ethnographic data collected in two primary schools, this paper examines the nature of the exclusion experienced by three children of linguistically, culturally, and socioeconomically diverse families labeled as having special education needs. Ambiguities and dilemmas surrounding the intersection of cultural diversity and special education are described, and ways in which the routines performed in mainstream classrooms produce a seeming…
Lunetas
Unidades
Infierno
Building Belonging, Not Just Buildings
High-quality Early Childhood Education and Care (ECEC) services have been shown to enhance children’s cognitive and academic skills significantly, and their social and emotional development. In contexts of limited public investment, or when childcare provision is merely subsumed into schooling frameworks and buildings, service quality and outreach can become a challenge. Based on the results of a project in Barcelona, Tampere and Milan, this pape…
Political science (4 works) · Sociology (4 works) · Law (3 works) · Law (3 works) · Parental Involvement in Education (3 works) · Children's Rights and Participation (2 works) · Diverse Education Studies and Reforms (2 works) · Educational Practices and Policies (2 works) · Gender Studies (2 works) · Geography (2 works)