Conditions Allowing the Possible Development of Critical Intercultural Education. Three Case Studies in the Andalusian Context.

Abstract

This paper presents research findings that focus on analyzing the
conditions that enable and/or complicate the development of the critical
intercultural approach in Pre-schools and Primary schools. To this end,
three case studies were conducted in schools in the Spanish
Autonomous Region of Andalusia. The main data production techniques
used were: participatory observation, interviews and documentary
analysis. The results are organized around three dimensions of analysis:
the concept of inequality and/or diversity as a driving force for change in
schools and the opening-up of the school setting as a challenge/
reproduction of cultural homogeneity and hegemony. The findings show
how the dynamics and interactions that exist within these schools
provide opportunities but also create limitations when it comes to
shaping new intercultural realities.