El acompañamiento educativo invisible: las presencias de las madres marroquíes en la escuela en Cataluña (España)
DOI:
https://doi.org/10.1590/s0103-4014.202539115.017Keywords:
Mothers, Migration, School accompaniment, IntersectionalityAbstract
Research on the schooling of migrant boys and girls has paid special attention to family-school relations. However, research has rarely incorporated the family and gender perspective. The specific role of mothers and their presence at their children’s side throughout the school process is still an aspect that remains to be studied. This article is part of this line and presents some results gathered in the framework of a doctoral thesis carried out in Catalonia (Spain). The research has been able to collect, over 5 years, the life stories of 50 mothers of Moroccan origin, and to identify the strategies they have developed in their social integration processes, as well as the forms of school accompaniment for their children. The results of the research reveal a reality that challenges teachers and researchers by questioning certain preconceptions about what happens in homes and community spaces outside schools. The research also raises the need to establish holistic frames of reference that allow for the intersection of gender, immigration and socio-educational accompaniment processes.
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