Mayra Manzano
Biographic Data
| ID | 892668 |
|---|---|
| NAME | Mayra Manzano |
| GIVEN NAMES | Mayra |
| FAMILY NAME | Manzano |
| SIGNATURE | MANZANO M |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0002-1022-2147 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Identifications and Multiple Others: A Case Study of Descendants of Moroccan and Pakistani Migrants in Barcelona
This article analyses the negotiation of identifications among children of migrants from the Moroccan and Pakistani diasporas in Barcelona. Drawing on a relational and non-essentialist understanding of identifications, it approaches identifications as socially situated processes of becoming shaped by habitus dispositions, positioning, enabling conditions and interaction. The study is based on qualitative and visual fieldwork with 17 young people …
Philanthropic governance in a Southern European setting: Unpacking discourses of educational innovation reforms
Educational innovation has gained significant traction in the global education reform movement in recent years, with international organizations actively pursuing it. This paper examines the role of the discourse of a network in advancing educational innovation reforms in a Southern European context. Specifically, we explore how the New School 21 network (in Catalan, Escola Nova 21, EN21) has promoted these reforms in Catalonia (Spain). EN21 oper…
Roots and leaves: Rethinking the relationship between habitus and identity
This article addresses the longstanding but under-theorised relationship between habitus and identity in the sociology of education. While both concepts are central to analyses of inequality, they are often conflated, treated in isolation, or left conceptually unresolved. Building on Pierre Bourdieu’s theory of practice and its feminist and psychosocial extensions -particularly the work of Diane Reay, Nicola Ingram and Louise Archer- we advance a…
Between ambition and alignment: Transitions to post-compulsory education of children of migrants in Barcelona
Emotional experiences and stigma among families benefiting from Barcelona's shock plan against school segregation and for inclusion and equal opportunities and educational success
This article examines the emotional experiences and processes of stigmatisation encountered by families benefiting from the Shock Plan Against Segregation and for Inclusion, Equal Opportunities and Educational Success (SP), implemented in Barcelona. Drawing on 67 in‐depth interviews, the study explores the contexts in which stigma‐related emotions are intensified, and how these emotions are shaped by key variables such as migrant background, scho…
Open Door Events: Positioning schools in urban post-compulsory education markets
The aim of this paper is to explore the role of open-door events as key institutional devices to position schools in local education markets. The paper draws on data from a qualitative study based on observations in 25 open-door events in secondary schools in the city of Barcelona. The findings show, on the one hand, how promotional actions are mediated by a school’s position in the local hierarchy and by objectively unequal features in terms of …
Las jornadas de puertas abiertas como dispositivos de segmentación de los mercados educativos locales. El caso de la educación postobligatoria
El objetivo del artículo es analizar el rol de las jornadas de puertas abiertas como dispositivos institucionales para posicionar las escuelas en los mercados educativos locales. El artículo se basa en un análisis cualitativo a partir de observaciones en 25 jornadas de puertas abiertas en centros que ofrecen educación secundaria obligatoria y postobligatoria de Barcelona. Los resultados muestran, por una parte, que las acciones promocionales de l…
Mismos caminos, distintos destinos. Explorando el efecto de las trayectorias educativas y del origen social en las transiciones hacia la educación postobligatoria
Las transiciones a la educación postobligatoria son un elemento clave para comprender las desigualdades educativas y sociales. La elección de los estudios postobligatorios por parte de los y las jóvenes está mediada por patrones de desigualdad social, así como por sus trayectorias y experiencias escolares previas. Partiendo de este marco, este artículo responde al objetivo de comprender de qué forma las trayectorias escolares de los y las jóvenes…
More innovation, less inclusion? Debates and discussions regarding the intersectionality of innovation and inclusion in the Catalan school system: A position paper
Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others…
Imaginando futuros distintos. Los efectos de la desigualdad sobre las transiciones hacia la educación secundaria posobligatoria en la ciudad de Barcelona
Las transiciones a la educación secundaria posobligatoria son un momento clave en la trayectoria educativa de los jóvenes. Las decisiones que los llevan a seguir unos u otros estudios son producto de una agencia delimitada por condicionantes estructurales (Furlong, 2009). Así, las desiguales posiciones sociales son fundamentales para explicar diferencias en su experiencia escolar, sus horizontes de futuro, sus expectativas y sus aspiraciones (Gil…
The subjective components of happiness and their attainment: A cross-cultural comparison between Italy and Cuba
This study aims to identify the subjective components of happiness and to analyze their degree of attainment in two countries, Italy and Cuba, characterized by very different cultural and socio-economic structures. Two hundred and sixty-five subjects participated in a questionnaire study: 133 from Italy and 132 from Cuba. Respondents were asked to think of happiness and to write down at least 5 components that made them feel happy. A measure of o…
Emotions and Everyday Life in Cuba
Investigates the quality of everyday emotional experience in Cuba, a cultural context profoundly different from those previously analysed. A questionnaire was completed by 153 students of Havana University (age 17–28 years). They were asked to report an emotion-eliciting episode that had happened to them and to answer some questions concerning the content of the episode, i.e., antecedent, contextual aspects, cognitive evaluations, reactions, and …
The subjective components of happiness and their attainment: A cross-cultural comparison between Italy and Cuba
This study aims to identify the subjective components of happiness and to analyze their degree of attainment in two countries, Italy and Cuba, characterized by very different cultural and socio-economic structures. Two hundred and sixty-five subjects participated in a questionnaire study: 133 from Italy and 132 from Cuba. Respondents were asked to think of happiness and to write down at least 5 components that made them feel happy. A measure of o…
Imaginando futuros distintos. Los efectos de la desigualdad sobre las transiciones hacia la educación secundaria posobligatoria en la ciudad de Barcelona
Las transiciones a la educación secundaria posobligatoria son un momento clave en la trayectoria educativa de los jóvenes. Las decisiones que los llevan a seguir unos u otros estudios son producto de una agencia delimitada por condicionantes estructurales (Furlong, 2009). Así, las desiguales posiciones sociales son fundamentales para explicar diferencias en su experiencia escolar, sus horizontes de futuro, sus expectativas y sus aspiraciones (Gil…
More innovation, less inclusion? Debates and discussions regarding the intersectionality of innovation and inclusion in the Catalan school system: A position paper
Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others…
Emotions and Everyday Life in Cuba
Investigates the quality of everyday emotional experience in Cuba, a cultural context profoundly different from those previously analysed. A questionnaire was completed by 153 students of Havana University (age 17–28 years). They were asked to report an emotion-eliciting episode that had happened to them and to answer some questions concerning the content of the episode, i.e., antecedent, contextual aspects, cognitive evaluations, reactions, and …
The subjective components of happiness and their attainment: A cross-cultural comparison between Italy and Cuba
This study aims to identify the subjective components of happiness and to analyze their degree of attainment in two countries, Italy and Cuba, characterized by very different cultural and socio-economic structures. Two hundred and sixty-five subjects participated in a questionnaire study: 133 from Italy and 132 from Cuba. Respondents were asked to think of happiness and to write down at least 5 components that made them feel happy. A measure of o…
Mismos caminos, distintos destinos. Explorando el efecto de las trayectorias educativas y del origen social en las transiciones hacia la educación postobligatoria
Las transiciones a la educación postobligatoria son un elemento clave para comprender las desigualdades educativas y sociales. La elección de los estudios postobligatorios por parte de los y las jóvenes está mediada por patrones de desigualdad social, así como por sus trayectorias y experiencias escolares previas. Partiendo de este marco, este artículo responde al objetivo de comprender de qué forma las trayectorias escolares de los y las jóvenes…
More innovation, less inclusion? Debates and discussions regarding the intersectionality of innovation and inclusion in the Catalan school system: A position paper
Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others…
Imaginando futuros distintos. Los efectos de la desigualdad sobre las transiciones hacia la educación secundaria posobligatoria en la ciudad de Barcelona
Las transiciones a la educación secundaria posobligatoria son un momento clave en la trayectoria educativa de los jóvenes. Las decisiones que los llevan a seguir unos u otros estudios son producto de una agencia delimitada por condicionantes estructurales (Furlong, 2009). Así, las desiguales posiciones sociales son fundamentales para explicar diferencias en su experiencia escolar, sus horizontes de futuro, sus expectativas y sus aspiraciones (Gil…
Las jornadas de puertas abiertas como dispositivos de segmentación de los mercados educativos locales. El caso de la educación postobligatoria
El objetivo del artículo es analizar el rol de las jornadas de puertas abiertas como dispositivos institucionales para posicionar las escuelas en los mercados educativos locales. El artículo se basa en un análisis cualitativo a partir de observaciones en 25 jornadas de puertas abiertas en centros que ofrecen educación secundaria obligatoria y postobligatoria de Barcelona. Los resultados muestran, por una parte, que las acciones promocionales de l…
Open Door Events: Positioning schools in urban post-compulsory education markets
The aim of this paper is to explore the role of open-door events as key institutional devices to position schools in local education markets. The paper draws on data from a qualitative study based on observations in 25 open-door events in secondary schools in the city of Barcelona. The findings show, on the one hand, how promotional actions are mediated by a school’s position in the local hierarchy and by objectively unequal features in terms of …
Emotional experiences and stigma among families benefiting from Barcelona's shock plan against school segregation and for inclusion and equal opportunities and educational success
This article examines the emotional experiences and processes of stigmatisation encountered by families benefiting from the Shock Plan Against Segregation and for Inclusion, Equal Opportunities and Educational Success (SP), implemented in Barcelona. Drawing on 67 in‐depth interviews, the study explores the contexts in which stigma‐related emotions are intensified, and how these emotions are shaped by key variables such as migrant background, scho…
Identifications and Multiple Others: A Case Study of Descendants of Moroccan and Pakistani Migrants in Barcelona
This article analyses the negotiation of identifications among children of migrants from the Moroccan and Pakistani diasporas in Barcelona. Drawing on a relational and non-essentialist understanding of identifications, it approaches identifications as socially situated processes of becoming shaped by habitus dispositions, positioning, enabling conditions and interaction. The study is based on qualitative and visual fieldwork with 17 young people …
Philanthropic governance in a Southern European setting: Unpacking discourses of educational innovation reforms
Educational innovation has gained significant traction in the global education reform movement in recent years, with international organizations actively pursuing it. This paper examines the role of the discourse of a network in advancing educational innovation reforms in a Southern European context. Specifically, we explore how the New School 21 network (in Catalan, Escola Nova 21, EN21) has promoted these reforms in Catalonia (Spain). EN21 oper…
Roots and leaves: Rethinking the relationship between habitus and identity
This article addresses the longstanding but under-theorised relationship between habitus and identity in the sociology of education. While both concepts are central to analyses of inequality, they are often conflated, treated in isolation, or left conceptually unresolved. Building on Pierre Bourdieu’s theory of practice and its feminist and psychosocial extensions -particularly the work of Diane Reay, Nicola Ingram and Louise Archer- we advance a…
Between ambition and alignment: Transitions to post-compulsory education of children of migrants in Barcelona
Education in Rural Contexts (4 works) · Humanities (4 works) · Political science (4 works) · Qualitative research (4 works) · Art (3 works) · Business (2 works) · Cultural Differences and Values (2 works) · Educational Practices and Policies (2 works) · Educational Theory and Curriculum Studies (2 works) · Geography (2 works)