Attention to the Rights of Students Who Are Children of Immigrant Families: The Case of High Complexity Schools in Catalonia, Spain

Abstract

Abstract This study presents two ideas. The first is that schools supported by public funds are challenged to help ensure that all students, without exception, have opportunities to develop their skills, especially for those who are in more precarious situations and at risk of social exclusion. The second idea is that respecting the rights of all students is a prerequisite for achieving desirable social justice. The content of the chapter communicates the process, results and conclusions of data obtained in four schools in Catalonia Spain. On the one hand, it is a study of the conceptions of directors, teachers and families on social justice and respect for rights in school, and on the other hand, it is an analysis of the professional practices of managers and teachers. There were two fundamental conclusions. The first conclusion identifies the professional practices carried out in the schools to attend to the cultural and linguistic rights of the students. The second conclusion provided steps that could be taken to move towards social justice, especially in disadvantaged contexts.