Intr

1.
oduction (presentacin, justificacin y objetivos del proyecto)
2.
Methods (metodologa y describir cmo se ha buscado la bibliografa, cmo hemos
hecho las entrevistas) TODAS
3.

Ser
ies of sections and subsections
3.1 How immigration affects in the society?
3.2 How immigration is developed in school. Effects of it in immigrants but also in
non immigrants
3. 3 Information from parents of immigrant children and information from parents of
non immigrants. NAS
3. 4 Educational interventions for immigrant children (what must teachers do in this
situations, which attention to diversity measures are to be taken at school and at the
class) NAS
3.5 Culture
3.5.1 Differences between cultures
3.5.2 How to introduce other cultures in our own one.
3.6 Social intervention and solutions for immigration.
3.7 Surveys TODAS
3.8 Interviews

4.

Co
nclusion A

5.

Bibl
iography

1.

In
troduction

Nowadays, in our society, immigration is a consolidated reality. Specifically, in Spain, the

immigrant population represents the 4.73% of the whole (the 53% are men and the 47%
are women), an amount well below the rest of the countries of the European Union.
If we take a look at Article 2 of the Universal Declaration of Human Rights it says that:
<< Everyone has all the rights and freedoms set forth in this Declaration, without distinction
of race, color, sex, language, religion, political or other opinion, national or social origin,
property, birth or other status >>.
Therefore, it is easy to conclude that no human being is illegal, that we all should enjoy the
same human rights and that we must defend and guarantee them, to ourselves and to
people who can not fight for themselves with the same strength (children, disabled
preople). Resorting to nationality excuse to guarantee the rights and not to the fact of
being a person, it is a thought that we must destroy to build a more just and equal world.
This fact means for the immigrant, the person, being an active part in the political, social,

economic and cultural development of a country. Well, all this just mentioned, is a utopia in
the life of the immigrant population.
But who are the culprits? Many, including the media mass, who stereotype and criminalize
its image, creating barriers, and in the end, even unconsciously, the image of the
immigrant is associated with the offender. In fact, it is not even necessary to look far,
because currently we have the example of Syrian refugees, who are rejected for fear of
resulting terrorists and attempting against our world, though perhaps that issue is
somewhat more complex. All generalizations are bad, it is true that there are foreign
criminals, but it is also true that there are Spanish criminals, as there are foreign and
Spanish people generous, hardworking and caring. And what is the consequence of what
they make us believe? The exclusion, which often can trigger cases of racism and
xenophobia.
Do we associate the immigrant and foreign terms? or do we think that they have nothing to
do? Most of us probably answer that are totally different things, many people associate
foreigner to and from the European Union, and immigrants who come from developing
countries, with serious economic problems, wars, or at least lower range to Spain. This,
undoubtedly, is the result of social consciousness that have been generated by many
factors, it should be no difference (immigrant is one who resides temporarily or
permanently in a different country of origin independently of it). Therefore, we, as citizens
of on foot, but above all, as future teachers, we understand that we all have to walk to
dignify the term immigrant and also we must not let society forget that we, at some point
also went immigrants. And, who forgets history is doomed to repeat it.
In this paper we discuss immigration, its causes and consequences, and we think about
possible solutions that can be taken from the school to build a more just and equal reality
for all, because nobody chooses where born, or when, but we can all help to all the places
to be a little better.

2.

M
ethods

3.

Se
ries of sections and subsections

3.1 How immigration affects in the society?

Immigration in Spain has recently acquired a greater political and social importance than at
any other time in its history. In a few years it has gone from being a country of emigration
to a country of immigration. Moreover of being recent, it is more intense than in other
countries of the European Union
A phenomenon of this magnitude affects undoubtedly the most varied aspects of the social
life, in this point we have focused on how immigration affects the economy, culture,
demography and public services.
1. Influence of immigration on the economy:
It is undoubtedly the existence of certain effects on the economy as a result of the arrival of
immigrants to our country, one of the most important factors is undoubtedly the labor
market, which has suffered this phenomenon so much: As foreigners occupied many jobs
in activities such as construction and the service sector, in most cases with very low or
low-skilled, job creation was clearly activated, however there were more than 300,000
unemployed immigrants. This was due not to job destruction but the arrival of foreign
workforce whose first paper work was recording as claimant of a job at the Public
Employment Service of the Autonomous Community.
Indirectly it is verified how this increase of foreign workers has helped to alleviate greatly
the reduction of the active native population as a result of population aging, reducing future
possibilities of growth. In addition, the migration profile of the immense majority of
foreigners who have arrived in recent years is preferably of labor, which has raised the
percentage of active population and the number of workers in relation to this index. This
phenomenon coincided with a decrease in the unemployment rate among national workers
which leads us to conclude that it was the shortage of native workforce the factor which

caused the arrival of immigrant workers, without wage conditions were seen harmed
generally.
Assuming that the less skilled jobs are mostly performed by immigrant people, the
increase of offer of the most physical and less complex tasks generates and makes
possible the existence of more complex and better paid jobs. Being already covered jobs
with lower qualifications, and basing on better conditions and possibilities respect the
training, or having prior experience, native workers go over carrying out more complex and
better paid jobs generated by the previous ones.
This complementarity and positive reallocation explain the absence of negative effects on
employment, they also explain the improving laboral conditions of native workers, being
greater when it exists more labor flexibility in the reference country (the higher functional
mobility, greater chance of changes).
At first, the demand of workforce was focused on the construction sector and foreign men
were who accessed to major part of the available positions of a job, so the activity of
domestic service was which employed immigrant women being residual non-national
dedicated to it. As a result of this the incorporation of native women into the labor market
has been promoted, they are the ones that have increased the Spanish active population.
In households where immigrant domestic workers are hired, the housewife changed their
work situation of inactivity to activity.
Therefore wages of native population have increased because of they have been placed in
jobs with higher skills and better paid logically. However, the productive characteristics of
immigrants are lower than those of the Spanish people, this explains that their wages are
lower.
Thus, the contributions of immigrant enterprisings contributes to overall economic growth
of the host country. This phenomenon has had a positive effect on it. It has been
demonstrated that immigrant entrepreneurs help to create business opportunities for the
host country reducing costs of the comercial activities with their home countries because
of they use their networks of contacts and knowledge of the existing markets there. People
who belong to this group, have contributed to the maintenance of the welfare state and it
has been verified that to their participation will be absolutely necessary towards the

development of a competitive economy where exist a high rate of employment which

ensure the necessary contributions to provide social benefits and appropriate retirements
to a state of the first world.
Influencia de la inmigracin en los servicios pblicos:
The increase in population in Spain that has occurred as a result of the arrival of
immigrants has been accompanied by greater public investment in health, education or
social services. This reality, linked to some alarmist and false messages issued by the
media, and also with political declarations that hold that is the immigration the result of the
malfunction of services ,has made that it has transmitted to the indigenous population the
idea that inadequate services or malfunction is attributable to the presence of immigrants.
However, data show the opposite, because it has been found that immigrants are net
contributors to the welfare system. Migration received in Spain has been starred in by
working young and healthy people who have not aged in our country and they often require
fewer health services to the elderly or sick people.
Obviously, if the population is experiencing an accelerate growth, as it has been the case
in Spain in recent years, and public resources are not increased in the same way, the
struggle for the limited resources can be the result of conflicts and feelings like xenophobia
as the reaction to what is perceived as a threat. And this situation is generating an
increasing number of problems, especially in poor areas and suburbs, which can the result
of conflicts between immigrants and natives. In the way that the local population blames
immigrants for the lack of public resources, public authorities can also stop worrying and
use immigrants as scapegoats, rather than take responsibility increasing social spending
to ensure the coverage of the basic needs of all inhabitants of the state.
Influencia en la demografa
Birth rates among immigrant women are higher than the rates found among the native
population. The 25% of all births in Spain in 2008 were of children born of foreign mothers.

Therefore immigration has contributed to the rejuvenation of the aging Spanish population,
allowing it to cover the replacement rate and delaying in time the moment in which the
dependent population exceeds in number to the workforce.
Other demographic phenomena that have also influenced the Spanish population are:
The increase in mixed marriages (between immigrants and indigenous people).
The increasing incidence of migration flows motivated by the exercise of the right to family
reunification.
The increase in the number of foreign-born Spanish people, either because they were born
of foreign parents or because they have acquired Spanish nationality and no they do not
appear in the statistics as foreigners.

3.2. How immigration is developed in school ? Effects of it in

immigrants but also in non immigrants
As we all know immigration in school is a fact that happens regularly and not always is
good managed by the school and well seen by parents of other children. It is important to
say that immigrants can develop their skills as a native child, but as they probably have
arrive later than native children to the school they developed later they abilities.
Firstly, immigrant children and adolescents take up for 10% of the students in Spains
schools (primary and secondary), and they not always come from countries in which they
speak Spanish and the education levels are generally inferior to ours. The drop-out on the
studies rate is higher among these immigrants, and only a minority of them go on to
bachillerato, or high school, or sign up for vocational training. As seen in the PISA study,
the schools with immigrant background have worse results than the schools with native
students. But these children have a big barrier, the language which is a very important
factor; and these problem falls on the schools.
There is a similar proportion of immigrants in schools and immigrants at the labour market.
The fertility rate of immigrant women tends to decline with respect to their native countries
and adjust to that of the host nation, both for reasons of cultural adaptation and pressure
from the circumstances of their new surroundings. But the fertility rate of immigrant women
now exceeds that of Spanish women; it is much higher in lower age brackets (age 15 to

29) but less so in higher ones (30 to 44). And as Spanish law makes it easy for immigrants
to bring relatives over to join them, and there is a strong correlation between family links
and the tendency of immigrants to remain in Spain, the number of adult immigrants is
probably surpassed by that of their children who are minors, although the proportion is
hard to estimate.
Secondly, we are going to focus on some of the effects that the influx of foreign students is
having on Spains schools. It is important to know that it is looking at the educational
system in general and not on the schools and on the reaction of the parents.
One of the effects most commonly assigned to the presence of foreigners in schools is a
significant lowering of levels. These must do to the day-to-day experience and some
difficulties that immigrants have, due to they have arrived to a different country, as the
language which makes them harder to study. They tend not to know the language in which
classes are taught, come from countries with low rates of school enrolment and have
customs or arrive in situations which does not help them in school. But thinking it better,
firstly these factor do not affect every immigrant, just to some of them. Secondly, these
factors are not essential to learn or have a good behaviour in school. Half of the foreign
students in Spanish schools come from Latin America and speak Spanish as their native
language. The other which does not know Spanish, most of them learn it at an early age,
so it is easier and faster to learn it. Only a few students have to learn the language
relatively late. Also these ones who have to learn the language also come from places (for
example Africa or Latin America) in which the educational level is lower than in Spains, but
there is no problem to them to catch up. Finally, it is highly unlikely that people who see the
importance of education as they go about their work every day will let themselves be
bended by traditions that do no help school enrolment and not do everything they can for
their children to attend school.
Despite these arguments, which can still be considered precise, immigrant children in
Spain do considerably worse in school than native pupils. It is very significant that in high
school, or bachillerato, immigrant students account for a proportion that is not even half the
corresponding proportion for Mandatory Secondary School (ESO in Spanish, or Educacin
Secundaria Obligatoria) and is far below that of vocational training. The most immediate
and telling consequence for the entire educational system is that the presence of
immigrants brings the overall level down or, from a diachronic point of view, hinders its
development.

Premature drop-outs are perhaps the most serious problem that international evaluations
have detected in recent years in the Spanish education system. The organisations that set
the educational laws are more and more ambitious, and have come to consider as
students who do not go on to higher-level secondary school, (bachillerato or vocational
training). Spain is not the only one with low rates at this level, but it does not improve in
recent years and it is getting worse.
One of the most polemic debates around the integration of the immigrant population in the
country has to do with the concentration of the children of immigrant families in certain
public schools, particularly in large cities. Although this debate is not new, it is now
receiving more public attention than ever, especially in Catalonia where the academic and
political discussion around the negative effects of the concentration of immigrants is
especially dynamic (Ponce, 2007), particularly since the Catalan government decided to
create specific schools for hosting newcomer children of immigrant families, while the
Catalan ombudsman backed the application of de-segregation measures to fight an
excessive concentration of immigrant origin students on the school map (Sindic de
Greuges, 2008). Yet, the empirical studies available in Catalonia or the rest of Spain do not
quantify how negative the impact of this concentration is. Furthermore, they do not focus
on the potential causes that negatively correlate concentration of immigrant children and
average school attainment.
The topic about the importance of education of immigrants in Spain has been very relevant
in recent years, i parallel with the big amount of immigrants persons arriving here The
educational system has tried to adapt them to the school and the society by the integration.
Being an immigrant does not mean having lower levels but it normally occur when
students language is different from where they are schooled.
It is also very important to pay attention to the culture and the differences between our. The
exercise of rights by foreigners does not only imply access to schooling, but also that the
educational system must make an effort to extract the maximum development of the
knowledge of each student. The principles of inclusive education may appear for the
integration of immigrants, since individual and cultural differences are understood as
contributions and opportunities for development.

3. 3 Information from parents of immigrant children and information

from parents of

non immigrants.

3. 4 Educational interventions for immigrant children

3.5 Culture
3.5.1 Differences between cultures
Cultural differences in human behavior are based on the values that each group uses in
social relations. Other aspects that make up the cultural variation are the perceptions,
attitudes, stereotypes, beliefs, categories, expectations, memories and opinions. Those
who belong to the same culture can behave in a similar way because they have common
values and language, there are also differences within the same culture due to historical
processes, the formation of social classes and the dominant ideology.
Each individual has a particular socialization and the ways in which the individual
communicates with other people acquires unique characteristics, recognizable by their
body language and concept of self. Cultural differences are closely related to social
categories: social roles, stratification, hierarchy, socioeconomic perspectives, initiatives,
feelings, obligations, guilt, responsibilities, confrontations and conditioned responses.
A third aspect in which cultural differences manifest social behavior are the rules. These
are the ways in which they are defined and importance to social relations is given, ways to
establish and maintain these relationships, greetings, presentations, starting of the
conversations, degree of expressiveness, expression of emotions, openness, emphasis,
degree of expressivity, the degree of interaction in the expression of criticism or disgust,
the way form opinions, exaggerations, appreciation for the truth, jokes, complaints and
rewards, farewells and gifts.
The basic differences that exist in all cultures of the world:
1. Communication styles: that is, how do you think it is correct to communicate? Some
cultures use a lot of gestures, while others remain completely still when they speak. There
are countries that talk with a high tone, while others see this as a lack of respect. Also,
according to the place, the meaning of certain words or expressions change.

2. Attitudes toward conflict: in our culture direct confrontation looks good and if it is not
done it is considered a false and cowardly attitude. However, in Asian countries it indicates
that you do not know master your emotions and you are behaving like a child.
3. Performing tasks: many of the countries of northern Europe complain that our job
meetings last hours and oblige moneylender of "what about your family?" and "How is your
health?" interminably. The problem is that there are cultures that value social relations
before completing a job, while others say it is a waste of time and ineffective.
4. Making decisions: In Latin countries and southern Europe are considered "liability" so
that only the head can take them. However, in other countries, as in the US, it takes a
subordinate, while in Japan it is preferred to do it by consensus!
5. Confidences: Making personal revelations of caliber is accepted by some cultures,
while in others, these subjects are taboo. For example, in Ireland, women consider
obscene talking about the menstruation, hair removal or premenstrual syndrome.
6. Knowledge: In Africa the images and sounds are preferred, in Asia people focus on
what will help improve things in general, but Europe we focus more on reflection: analyzing
an existing problem and seeking their possible solutions.

3.5.2 How to introduce other cultures in our own one.

Immigration is not a problem, as we normally use to think, it is a solution for the declive of
cultural knowledge, and it also helps us to understand many other ways of thinking and to
be comprehensive. Some can say it is a problem, and it can be if we think it is.
The real problem that we have nowadays related to immigration starts with the growth of
immigrant population, because immigration goes so fast that sometimes governments cant
afford it.
When all this happened European Comission invested millions of euros in funding
research projects and networks on migrations issues, also creating the European migration
network.
But more measures are needed. Efforts to decrease social polarization and manage
diversity rely on social policies of public education, health care, and income support that

are the responsibility of national and state, provincial or regional governments. With this we
mean that city governments are responsible to develop local policies and to integrate them,
it is also necessary to take the lead in mitigating practices of exclusion and segregation.
With all this what we are trying to get is integration, which also depends on the quality of
the interactions that occur among the individuals, social groups and institutions that exist in
a city.
One reason that leads to immigration problems is that in many cities a big amount of
immigrants settle in the suburbs and not in the traditional inner-city enclaves, and this cant
lead to inclusion, this leads to margination. Moreover, in low-density suburbs where there
was socio-cultural homogeneity, the emergence of different cultures is a big change. It is
needed to encourage integration in place where different cultures meat, as for example
streets, shops, schools etc
So it is necessary to start to place them with us, to share streets and be all together.
More clearly said, it is important to know that to change this we need to reduce the social
and residential exclusion of marginalized and disadvantaged groups, increase social and
spatial access to public services and employment, and construct democratic, efficient, and
equitable local governance structures. If we make this positive encounters between
different groups and cultures in public spaces we will be encouraging two-way integration
between newcomers and receiving communities.
There are many areas of policy intervention that are needed to encourage integration
between immigrants and native-born residents and the environment where they are. They
start by governmental measures and policies that respond to the newcomers needs when
they arrive to the new society, also investments in public services, urban planning and
housing, help in accessibility and economic development initiatives that diminish
marginalization and segregation.
In order to build a diverse community we have to welcome everyone, we dont have to
blame the others if something isnt working well, we also have to introduce hope and to
recognize and work with the diversity even when it seems to be an homogenous group.

Lets say that to be inclusive , specially in urban environments, we need to change street
design, to have better price and availability when talking about public transportation, to
take into account the location and accessibility of employment, to consider the
management of schools and police services, to change the economic development
because it benefits a range of social groups, then to talk about the enforcement of
employment codes, commercial regulations, and by-laws, to improve garbage removal,
licensing street vendors and public market spaces and last of all reconsider the pricing and
servicing industrial land.
If we get to all this measures, inclusion and equality will be at our hand.

3.6 Social intervention and solutions for immigration.

Cultural exchange is the intention to have a nations culture understood by other countries
and to respect and understand the cultures of other countries, and in that way create good
relations, but it never involves the propagation of a culture. The attitude of forcing a
nation's culture on others one-sidedly, insisting on the absolute value of its own culture
without considering the national pride of the other, will be cultural invasion or cultural
imperialism. But we need cultural exchange, which has two main aspects. One is obtaining
the understanding of other nations about the way of thinking, the manner of living, the arts
and the general institutions of a country through the introduction and diffusion of its own
culture. And the other one is to try to maintain harmonious relations with foreign countries.
Educational and cultural exchange, through the acceptance of people from the developing
countries to help promote their new nation-building efforts on the basis of their own
traditions, the exchange of teachers, and the further improvement of such exchanges in
quantity and quality is a task that must be undertaken from now on.
An important aspect of cultural exchange is the promotion of a positive understanding and
knowledge of the cultures of foreign countries. Understanding the cultures of other
countries and promoting mutual understanding between them serves to avoid unnecessary
friction between nations and helps to improve the culture of a country and raise it because
it absorbes other cultures of other countries.

To sum up, we can say that we can only introduce other cultures in our own one if we
accept that there is diversity and we try to learn from that diversity, and not to end it.

3.7 Surveys
1- Es la inmigracin un problema?
2- Qu podemos hacer para cambiar los problemas que supone la inmigracin a
beneficios?
3- Piensas que es bueno que los inmigrantes vivan en barrios apartados?
4- Si alguien con otra cultura viene y mantiene sus costumbres, piensas que est llevando
a cabo una invasin cultura?
5- Qu podemos hacer para mejorar la integracin de los inmigrantes en el colegio?
6- Cul la barrera ms grande que los inmigrantes tienen que romper para mejorar en el
colegio?
7- Te casaras con un inmigrante?
8- Llevaras a tu hijo a un colegio de mayora inmigrante?
9- Aceptaras que el maestro de tu hijo fuese un inmigrante?

3.8 Interviews

JEFF
- Hello.
- Hi
- Tell me a little about yourself: What is your name?
- My name is Jefferson.
- Where are you from, how old are you, and how many years have you been
living in Spain?
- I'm from Colombia, I am 27 years and I've been living here since I was 11, so I
am here for 16 years.
- Why did you come to Spain?
- My parents moved.
- Are you happy with the choice?
- I am delighted with this country.

- Have you studied?

- Yes, I'm mechanical manufacturing advanced technician.
- Do you work?
- Yes, I work in the hospitality industry.
- Do you feel integrated into society or as an outsider?
- I feel fully integrated in the society.
- Have you ever had any conflict because of your origin?
- In childhood yes, one or another, it was normal, I was the second or third
immigrant who came to my school, but today none, they stayed in childhood.
- And some difficulty you saw that the natives did not have?
- No, no.
- Do you notice that some people have prejudices about you?
- Today not, I would say that currently older people a little yes, because they
are more closed-minded, but young people do not.
- Do you understand the complaints of those most critical and fears to what
immigration means? (vandalism, crime ...)
- I think that to generalize is very bad, there are people who come to work, and
like everywhere and all societies, others come to commit a crime, but it is
normal and I dont think that generalize is the best choice, because both,
immigrants and natives, can be criminals.
- Is Spain a racist country? Could you compare it with others?
- I would say Spain is a closed country, the time of the dictatorship here is
maybe already a little bit present, but nowadays, gradually, young people are
increasingly opening their minds. Compared to other countries where I've been,
and talking about this particular issue, Spain is at the bottom of all of them,
especially because of older people, as I have indicated above.
- For you, an immigrant and a foreigner, is it the same?
- No, for me, an immigrant is a person who goes to another country to settle
and find a job, a future, and a foreigner is a person who travels mainly for
leisure.
- Are you or have you been a beneficiary of some social policy?
- Never.
- What do you think that now is the challenge of Spain regarding immigration?
- Promoting strategies for further integration.

- What about school? As future teachers, could you give us some piece of
advice when coping with this consolidated, as immigration, reality in the
classroom?
- Sure, group games, sports, music, swimming ... all kinds of cooperative
games so that there is no kind of rejection from the earliest age. They learn to
work together and to see people for what they really are, irrespective of their
race, ethnicity or ideology.
- In your time, did you miss such strategies?
- Yes, because I had none of them and the first two years were not very good.
- Well, thank you very much, here ends the interview, we will really apreciate
your answers and thank you very much for coming.
- To you.

MADRE DE DALIA
-

Po
r qu decidiste venir a Espaa?

C
mo decidiste quedarte aqu a vivir definitivamente?Ests contento con la eleccin?

Te
sientes integrado en la sociedad o como alguien de fuera?

Te
nas algn trabajo encontrado o partiste de cero?

Fu
e complicado encontrar trabajo?

C
mo afrontaron tus hijos la nueva situacin?

H
a sido su adaptacin fcil o has tenido que afrontar con ellos muchos problemas?

Te
has sentido discriminada por tu procedencia en alguna situacin?

Si
encontraras trabajo en tu pas, seguiras viviendo aqu, o volveras all?

De
ntro del mbito educativo, crees que el sistema debe mejorar algn aspecto para
facilitar la integracin de los inmigrantes?

Q
u dificultades han encontrado tus hijos dentro del mbito educativo?

H
ubieras mejorado algn aspecto en la educacin de tus hijos?

Pu
diste combinar fcilmente tu trabajo con la educacin de tus hijos?

Q
u consejo daras a los futuros maestros a la hora de hacer frente a la inmigracin?

4.

Co
nclusion

Our team, despite it was not the first option we had chosen, have found this
research quite interesting. The causes of migration are clear, people seeking a
better life, but the consequences are more diffuse, but not for lack of studies,

statistics, surveys ... but because it is a bit subjective, everyone sees the
phenomenon from its own shoes.
Immigration in Spain has recently acquired greater political and social
importance than at any other time in its history. In a few years it has changed
from being a country of emigration to a country of immigration, and this, as
already noted earlier in the work, has had many consequences of various kinds,
such as economic, increasing native salaries due to the fact that being placed
in higher skilled jobs, better paid logically, or demographic, as immigration has
contributed to the rejuvenation of the Spanish population.
But despite these benefits, the situation of immigrants is still very irregular,
about 800,000 people have bureaucratic problems (administrative), and the
invisibility of this group has many consequences, some of them very serious.
Unauthorized foreigners are bound to be employed in the underground
economy and around irregular entry and stay in Spain, emerge forms of crime
such as smuggling and trafficking in human beings.
It is important to highlight the lack of protection faced by the younger
immingrants, so we bet on real and worthy inclusion and social integration.
Each individual has a particular socialization and the ways in which it
communicates with other people acquire unique characteristics, recognizable
by their body language and concept of self. Cultural differences are closely
related to social categories: social role, stratification, hierarchy, socioeconomic
perspectives, initiatives, feelings, obligation, guilt, responsibility...
Therefore, we believe that there is no integration, coexistence, joint
construction of society, if there is no recognition of rights, so it is the
responsibility of all walking in the same direction to ensure the equality of
people.
Regarding to the school, we believe it is the strongest weapon with which we
count, education, awareness, growing up in equality, enriching from childhood
with the advantages of other cultures, is the best way to end prejudice and
conflicts between each other. Committed to a multicultural society,
intercultural education as a means to achieve a more just, egalitarian society
where everyone fits where build to transform everything in this work we have
mentioned and claimed. Speaking of intercultural education is to talk about
education in values, respect and coexistence
This process of intercultural integration needs a critical analysis made of the
host society, restructuring of the educational system, a change of mentality
and a great dialogue. We, as teachers, are willing to carry this out, to mediate
all those conflicting relations to full disappearance, because no child should
suffer, no person should suffer, life is too complicated to add more problems.
Immigration is not a problem, people are a blessing, they are people, wherever
they come from. There are good and bad people everywhere, vague and
workers, smart, less intelligent, but not its provenance is bound to be bad
person.

Consider that each and every one of us is the result of our experiences, each of
us had the fortune or misfortune to be born where he did, but none earned the
right to be born into a wealthy family, nor deserved the unfortunately economic
or social spending penumbra. Give thanks for what we have, and help those
who were not so lucky, so, together, we will be able to create a fairer world. We
are citizens of a place called world, end up with the psychological barriers that
have been imposed on us.

5.

Bi
bliography

BIBLIOGRAFA SILVIA

http://www.madrimasd.org/blogs/migraciones/2006/05/12/22082
https://uvadoc.uva.es/bitstream/10324/3641/1/La%20influencia%20de%20la
%20inmigracin%20en%20la%20econom%C3%ADa%20espaola.pdf
https://www.valencia.es/ayuntamiento/bienestarsocial.nsf/0/D91FBE2BFE05B12DC
125796B0045AC73/$FILE/1EL%20IMPACTO%20DE%20LA%20INMIGRACIN
%20EN%20LA%20TRANSFORMACIN%20DE%20LA%20SOCIEDAD
%20ESPAOLA.pdf?OpenElement&lang=1
http://www.elheraldo.co/economia/la-migracion-y-sus-efectos-en-el-desarrolloeconomico-y-social-130787
http://comprensioncultural.blogspot.com.es/2010/10/nuestras-diferencias-principales-los6_11.html
http://interculturas.bligoo.com.mx/diferencias-culturales-y-valores
http://www.madrimasd.org/blogs/migraciones/2012/12/10/131845
bibliografa Norma
http://www.thelocal.es/20140404/immigrants-do-better-than-spanish-students-in-pisa
http://www.realinstitutoelcano.org/wps/portal/web/rielcano_en/contenido?
WCM_GLOBAL_CONTEXT=/elcano/elcano_in/zonas_in/demography+population/ari632008
bibliografa Ana Isabel

http://www.migrationpolicy.org/article/role-cities-immigrant-integration
https://books.google.es/books?
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%20for%20immigration&f=false

http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/culture-anddiversity/main

http://www.mofa.go.jp/policy/other/bluebook/1973/1973-3-5.htm