Formación en línea

Aquí encontrareis todas las referencias bibliográficas utilizadas para la elaboración del video. Os invitamos a consultarlas, aunque no sean en ningún caso de lectura obligada.

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Díez, J., Gatt, S., & Racionero, S. (2011). Placing Immigrant and Minority Family and Community Membersat the School’s Centre: the role of community participation. European Journal of Education, 46(2), 184–196.

El blog de juanjo. (2009). Carta abierta a Mariano Fernández Enguita. El “drama” de los niños gitanos y las profesoras. Retrieved April 22, 2017, from https://elblogdejuanjo.wordpress.com/2009/05/29/carta/

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Fan, W., &Wolters, C. a. (2014). School motivation and high school drop out: the mediating role of educational expectation. The British Journal of Educational Psychology, 84, 22–39. https://doi.org/10.1111/bjep.12002

Fernández Enguita, M. (1999). Alumnos gitanos en la escuela paya: Un estudio sobre las relaciones étnicas en el sistema educativo. Madrid: Ariel Practicum.

Flecha, R. (2015). Successful Educational Actions for Inclusionand Social Cohesion in Europe (R. Flecha, Ed.). Heidelberg& New York & Dordrecht & London: Springer.

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Macías-Aranda, F. (2017). Contribuciones del Pueblo Gitano para luchar contra la Pobreza y el Antigitanismo a través de su participación en Actuaciones Educativas de Éxito (Universidad de Barcelona). Retrieved from http://diposit.ub.edu/dspace/bitstream/2445/125577/1/FMA_TESIS.pdf

Orfield, G. (2001). Schools more separate: Consequences of a decade of resegregation. Cambridge, MA: Harvard Civil Rights Project.

Ríos, O., Herrero, C., & Rodríguez, H. (2013). From Access to Education. The Revolutionary Transformation of Schools as Learning Communities. International Review of QualitativeResearch, 6(2), 239–253. https://journals.sagepub.com/doi/10.1525/irqr.2013.6.2.239

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Valls, R. (2009-2011). MIXTRIN. Formas de agrupación del alumnado y surelación con el éxito escolar: “Mixture, Streaming e Inclusion”. [Grouping students forms and their relation ship to school success: “Mixture, Streaming and Inclusion”]. RTD Spanish National Plan. (Ref. EDU2008-04098).

Vargas, J., & Gómez, J. (2003). Why Romà do not like main stream schools: Voices of a people without territory. Harvard Educational Review, 73(4), 559–590.