Jordi Pàmies Rovira
Dados Biográficos
| ID | 995338 |
|---|---|
| NOME | Jordi Pàmies Rovira |
| PRENOMES | Jordi Pàmies |
| SOBRENOME | Rovira |
| ASSINATURA | ROVIRA J P |
| AFILIAÇÕES | Universitat Autonòma de Barcelona |
| ORCID | 0000-0003-1707-4797 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 20 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Assessing Institutional Transformation in Magnet Schools in Catalonia
Despite the growing body of research on teacher professional development, there is still limited empirical evidence on how sustained, school-based teacher education contributes to institutional transformation. This study analyses the changes observed after two years of implementation of the programme titled “Magnet: Partnerships for Educational Success”, a four-year educational initiative focused on co-creation, collaboration and reflection on pr…
Between social prejudices and linguistic attitudes
Language education policies in Catalonia have experience in incorporating languages of origin in schools, with more than 15 languages taught both in and out of school and over 100,000 pupils benefiting. This qualitative exploratory study analyzes the implementation of the Arabic Language and Moroccan Culture (LACM) program in Catalan schools. Data were collected through 39 semi-structured interviews with members of the educational community to id…
La enseñanza comunitaria del árabe y la educación islámica en la diáspora marroquí
This article examines the everyday urban politics of the Moroccan-Muslim movement in a Spanish municipality focused on establishing Arabic and Islamic community-based schools within local neighborhoods. Through a combination of multi-sited ethnography, interviews, and focus groups with teachers and former students, we identify three self-organized models of educational provision: private tutoring in homes, teaching in places of worship, and throu…
Being an Arabic Language Teacher in Catalan Schools
The arrival of visiting teachers from Morocco in Catalan schools has made it possible for more than 10,000 pupils in schools to have the opportunity to learn their language and culture of origin. However, the implementation of educational programmes in languages of origin, such as Arabic, is subject to multiple interpretations regarding immigration education, which means that teachers sometimes experience complex situations as a result of existin…
El acompañamiento educativo invisible
Las investigaciones acerca de la escolarización de chicos y chicas migrantes han prestado un interés especial a las relaciones familia-escuela. Sin embargo, en escasas ocasiones los trabajos han incorporado la perspectiva de las familias y la de género. El papel concreto de las madres y sus presencias al lado de sus hijos e hijas a lo largo del proceso escolar es todavía un aspecto por estudiar. Este artículo se inscribe en esta línea y presenta …
Resultados del alumnado extranjero en Simce
Los resultados académicos del alumnado extranjero han sido motivo de estudio los últimos años. En este sentido podemos encontrar diversas investigaciones que han demostrado que las razones que llevan a obtener resultados inferiores al alumnado extranjero, en comparación a sus pares nativos, son mucho más complejas que meramente el nivel socioeconómico. Se presenta una investigación que tuvo como propósito el describir y analizar los resultados ob…
Languages of origin and education in Europe
European education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on which this article reports was to investigate the treatment and education of languages of origin in Euro…
Negotiations, costs, and continuities
This article examines the relationship between the upward educational and social mobility processes of young men and women of Moroccan descent in Catalonia, Spain. Through data obtained from two ethnographic research projects and life stories, we analyse and compare the experiences of twenty-four young men and women of Moroccan descent who are attending university or in the admissions process. From an intersectional perspective, we analyse how ge…
Towards a Common Public Culture? Boundaries to Belonging in Catalonia
The tension between the will to build a collective national identity and the increasing diversity of today’s societies is one of the main challenges facing nation‐states today. Catalan society, being no exception, also faces many challenges as diasporic identities and transnational loyalties proliferate, weakening both citizens’ roots and their need to belong. The present article aims to identify situations and social spaces of discrimination and…
La reconstrucción de la identidad musulmana de las jóvenes de ascendencia marroquí con estudios superiores en Cataluña
The purpose of this article is to analyze how the daughters of Moroccan families living in Catalonia re-signify their identity as young Muslim and Catalan women, by presenting their own (re)construction of Muslimness. This is the result of the tendency to identify "Muslim" people and "the Muslim" as a paradigm of "the irreducible," sustaining monolithic and static discourses and social representations that result in more deeply rooted forms of di…
"Cuando la exclusión escolar se presenta como "oportunidad
La promulgación de la Ley de Inclusión Escolar (20.845/2015) en Chile propone frenar las formas de discriminación que impiden el aprendizaje y la participación de los estudiantes. Sin embargo, las investigaciones constatan la existencia de prácticas de exclusión que afectan, en el cotidiano, especialmente a los y las jóvenes más vulnerables. Este articulo tiene por objetivo describir las experiencias escolares de un grupo de jóvenes en riesgo de …
Feminism, Islam and higher education
This article examines the lives and family relationships of young women of Moroccan descent in Catalonia, Spain. Based on ethnographic research and life stories, we have found that access to Higher Education has led these young women to a feminist interpretation of the Qur’an. This interpretation allows them to identify as Muslim women while refuting traditional gender roles. The young women surveyed argue that the bases of gender equity can be f…
(Des)vinculación escolar y procesos de acompañamiento en educación secundaria por clase y origen en un municipio de la región metropolitana de Barcelona
El abandono prematuro de la educación y la formación (ATEF) afecta a uno de cada cinco jóvenes entre 18 y 24 años en España (Eurostat, 2019), con importantes diferencias por sexo y clase, y aún mayores por origen. Este artículo analiza la incidencia de la clase social y el origen como factores clave en la (des)vinculación escolar y el alcance de los procesos de acompañamiento escolar y local en las transiciones educativas. El trabajo se inscribe …
Gender, family negotiations and academic success of young Moroccan women in Spain
This article examines the lives of pioneering young women from Morocco, the first to enjoy educational and social success in Catalonia, by analyzing the family negotiations entered into during this process. The study is based on the life stories of these young Moroccan women and on ideas that emerge from discussion groups involving the women themselves and experts in education and other fields. We report that the young women perceive a certain de…
Las identidades escolares y sociales de los jóvenes marroquíes en Cataluña (España)
Este artículo analiza los contextos escolares y sociales que condicionan las experiencias de los jóvenes marroquíes en Cataluña (España) Al situar en una posición central del análisis el impacto que sobre los procesos de construcción de sus identidades tienen los límites y las barreras – objetivos u objetivables – existentes, se abordan las dificultades específicas a las que estos jóvenes se enfrentan en la escuela y en lo social, así como las es…
Más allá de la «matrícula viva». La movilidad del alumnado y la gestión local de la escolarización en Cataluña
L’augment de la mobilitat de l’alumnat de les etapes preuniversitàries i, especialment, en els nivells de l’ensenyament obligatori, es considera un dels problemes més destacats de l’última dècada a Espanya. Els processos d’incorporació dels alumnes amb mobilitat i les gestions que comporten es perceben i es tracten de diverses maneres des de les administracions autonòmiques i municipals, i també des dels centres educatius. En aquest context, s’ha…
Gender, family negotiations and academic success of young Moroccan women in Spain
This article examines the lives of pioneering young women from Morocco, the first to enjoy educational and social success in Catalonia, by analyzing the family negotiations entered into during this process. The study is based on the life stories of these young Moroccan women and on ideas that emerge from discussion groups involving the women themselves and experts in education and other fields. We report that the young women perceive a certain de…
Feminism, Islam and higher education
This article examines the lives and family relationships of young women of Moroccan descent in Catalonia, Spain. Based on ethnographic research and life stories, we have found that access to Higher Education has led these young women to a feminist interpretation of the Qur’an. This interpretation allows them to identify as Muslim women while refuting traditional gender roles. The young women surveyed argue that the bases of gender equity can be f…
Negotiations, costs, and continuities
This article examines the relationship between the upward educational and social mobility processes of young men and women of Moroccan descent in Catalonia, Spain. Through data obtained from two ethnographic research projects and life stories, we analyse and compare the experiences of twenty-four young men and women of Moroccan descent who are attending university or in the admissions process. From an intersectional perspective, we analyse how ge…
La reconstrucción de la identidad musulmana de las jóvenes de ascendencia marroquí con estudios superiores en Cataluña
The purpose of this article is to analyze how the daughters of Moroccan families living in Catalonia re-signify their identity as young Muslim and Catalan women, by presenting their own (re)construction of Muslimness. This is the result of the tendency to identify "Muslim" people and "the Muslim" as a paradigm of "the irreducible," sustaining monolithic and static discourses and social representations that result in more deeply rooted forms of di…
Más allá de la «matrícula viva». La movilidad del alumnado y la gestión local de la escolarización en Cataluña
L’augment de la mobilitat de l’alumnat de les etapes preuniversitàries i, especialment, en els nivells de l’ensenyament obligatori, es considera un dels problemes més destacats de l’última dècada a Espanya. Els processos d’incorporació dels alumnes amb mobilitat i les gestions que comporten es perceben i es tracten de diverses maneres des de les administracions autonòmiques i municipals, i també des dels centres educatius. En aquest context, s’ha…
Towards a Common Public Culture? Boundaries to Belonging in Catalonia
The tension between the will to build a collective national identity and the increasing diversity of today’s societies is one of the main challenges facing nation‐states today. Catalan society, being no exception, also faces many challenges as diasporic identities and transnational loyalties proliferate, weakening both citizens’ roots and their need to belong. The present article aims to identify situations and social spaces of discrimination and…
"Cuando la exclusión escolar se presenta como "oportunidad
La promulgación de la Ley de Inclusión Escolar (20.845/2015) en Chile propone frenar las formas de discriminación que impiden el aprendizaje y la participación de los estudiantes. Sin embargo, las investigaciones constatan la existencia de prácticas de exclusión que afectan, en el cotidiano, especialmente a los y las jóvenes más vulnerables. Este articulo tiene por objetivo describir las experiencias escolares de un grupo de jóvenes en riesgo de …
Las identidades escolares y sociales de los jóvenes marroquíes en Cataluña (España)
Este artículo analiza los contextos escolares y sociales que condicionan las experiencias de los jóvenes marroquíes en Cataluña (España) Al situar en una posición central del análisis el impacto que sobre los procesos de construcción de sus identidades tienen los límites y las barreras – objetivos u objetivables – existentes, se abordan las dificultades específicas a las que estos jóvenes se enfrentan en la escuela y en lo social, así como las es…
Más allá de la «matrícula viva». La movilidad del alumnado y la gestión local de la escolarización en Cataluña
L’augment de la mobilitat de l’alumnat de les etapes preuniversitàries i, especialment, en els nivells de l’ensenyament obligatori, es considera un dels problemes més destacats de l’última dècada a Espanya. Els processos d’incorporació dels alumnes amb mobilitat i les gestions que comporten es perceben i es tracten de diverses maneres des de les administracions autonòmiques i municipals, i també des dels centres educatius. En aquest context, s’ha…
Gender, family negotiations and academic success of young Moroccan women in Spain
This article examines the lives of pioneering young women from Morocco, the first to enjoy educational and social success in Catalonia, by analyzing the family negotiations entered into during this process. The study is based on the life stories of these young Moroccan women and on ideas that emerge from discussion groups involving the women themselves and experts in education and other fields. We report that the young women perceive a certain de…
(Des)vinculación escolar y procesos de acompañamiento en educación secundaria por clase y origen en un municipio de la región metropolitana de Barcelona
El abandono prematuro de la educación y la formación (ATEF) afecta a uno de cada cinco jóvenes entre 18 y 24 años en España (Eurostat, 2019), con importantes diferencias por sexo y clase, y aún mayores por origen. Este artículo analiza la incidencia de la clase social y el origen como factores clave en la (des)vinculación escolar y el alcance de los procesos de acompañamiento escolar y local en las transiciones educativas. El trabajo se inscribe …
Feminism, Islam and higher education
This article examines the lives and family relationships of young women of Moroccan descent in Catalonia, Spain. Based on ethnographic research and life stories, we have found that access to Higher Education has led these young women to a feminist interpretation of the Qur’an. This interpretation allows them to identify as Muslim women while refuting traditional gender roles. The young women surveyed argue that the bases of gender equity can be f…
Towards a Common Public Culture? Boundaries to Belonging in Catalonia
The tension between the will to build a collective national identity and the increasing diversity of today’s societies is one of the main challenges facing nation‐states today. Catalan society, being no exception, also faces many challenges as diasporic identities and transnational loyalties proliferate, weakening both citizens’ roots and their need to belong. The present article aims to identify situations and social spaces of discrimination and…
La reconstrucción de la identidad musulmana de las jóvenes de ascendencia marroquí con estudios superiores en Cataluña
The purpose of this article is to analyze how the daughters of Moroccan families living in Catalonia re-signify their identity as young Muslim and Catalan women, by presenting their own (re)construction of Muslimness. This is the result of the tendency to identify "Muslim" people and "the Muslim" as a paradigm of "the irreducible," sustaining monolithic and static discourses and social representations that result in more deeply rooted forms of di…
"Cuando la exclusión escolar se presenta como "oportunidad
La promulgación de la Ley de Inclusión Escolar (20.845/2015) en Chile propone frenar las formas de discriminación que impiden el aprendizaje y la participación de los estudiantes. Sin embargo, las investigaciones constatan la existencia de prácticas de exclusión que afectan, en el cotidiano, especialmente a los y las jóvenes más vulnerables. Este articulo tiene por objetivo describir las experiencias escolares de un grupo de jóvenes en riesgo de …
Languages of origin and education in Europe
European education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on which this article reports was to investigate the treatment and education of languages of origin in Euro…
Negotiations, costs, and continuities
This article examines the relationship between the upward educational and social mobility processes of young men and women of Moroccan descent in Catalonia, Spain. Through data obtained from two ethnographic research projects and life stories, we analyse and compare the experiences of twenty-four young men and women of Moroccan descent who are attending university or in the admissions process. From an intersectional perspective, we analyse how ge…
Resultados del alumnado extranjero en Simce
Los resultados académicos del alumnado extranjero han sido motivo de estudio los últimos años. En este sentido podemos encontrar diversas investigaciones que han demostrado que las razones que llevan a obtener resultados inferiores al alumnado extranjero, en comparación a sus pares nativos, son mucho más complejas que meramente el nivel socioeconómico. Se presenta una investigación que tuvo como propósito el describir y analizar los resultados ob…
La enseñanza comunitaria del árabe y la educación islámica en la diáspora marroquí
This article examines the everyday urban politics of the Moroccan-Muslim movement in a Spanish municipality focused on establishing Arabic and Islamic community-based schools within local neighborhoods. Through a combination of multi-sited ethnography, interviews, and focus groups with teachers and former students, we identify three self-organized models of educational provision: private tutoring in homes, teaching in places of worship, and throu…
Being an Arabic Language Teacher in Catalan Schools
The arrival of visiting teachers from Morocco in Catalan schools has made it possible for more than 10,000 pupils in schools to have the opportunity to learn their language and culture of origin. However, the implementation of educational programmes in languages of origin, such as Arabic, is subject to multiple interpretations regarding immigration education, which means that teachers sometimes experience complex situations as a result of existin…
El acompañamiento educativo invisible
Las investigaciones acerca de la escolarización de chicos y chicas migrantes han prestado un interés especial a las relaciones familia-escuela. Sin embargo, en escasas ocasiones los trabajos han incorporado la perspectiva de las familias y la de género. El papel concreto de las madres y sus presencias al lado de sus hijos e hijas a lo largo del proceso escolar es todavía un aspecto por estudiar. Este artículo se inscribe en esta línea y presenta …
Assessing Institutional Transformation in Magnet Schools in Catalonia
Despite the growing body of research on teacher professional development, there is still limited empirical evidence on how sustained, school-based teacher education contributes to institutional transformation. This study analyses the changes observed after two years of implementation of the programme titled “Magnet: Partnerships for Educational Success”, a four-year educational initiative focused on co-creation, collaboration and reflection on pr…
Between social prejudices and linguistic attitudes
Language education policies in Catalonia have experience in incorporating languages of origin in schools, with more than 15 languages taught both in and out of school and over 100,000 pupils benefiting. This qualitative exploratory study analyzes the implementation of the Arabic Language and Moroccan Culture (LACM) program in Catalan schools. Data were collected through 39 semi-structured interviews with members of the educational community to id…
Humanities (7 obras) · Sociology (7 obras) · Political science (6 obras) · Art (5 obras) · Gender Studies (5 obras) · Gender Studies (5 obras) · Ethnography (3 obras) · Immigration and Intercultural Education (3 obras) · Migration, Refugees, and Integration (3 obras) · Philosophy (3 obras)