skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

STUDY ON CHILD WELFARE OF ADOPTED CHINESE CHILDREN AT SCHOOLS IN CASTILLA Y LEON/ PERCEPCION DEL BIENESTAR SOCIAL DE NINOS Y NINAS ADOPTADAS DE ORIGEN CHINO EN LAS ESCUELAS EN CASTILLA Y LEON/ PERCEPCAO DO BEM-ESTAR SOCIAL DE CRIANCAS ADOTADAS DE ORIGEM CHINESA NAS ESCOLAS DE CASTILLA Y LEON

Pedagogía social, 2020-01, Vol.35, p.73 [Peer Reviewed Journal]

COPYRIGHT 2020 Sociedad Iberoamericana de Pedagogia Social ;ISSN: 1139-1723 ;EISSN: 1989-9742 ;DOI: 10.7179/PSRI_2019.35.06

Full text available

Citations Cited by
  • Title:
    STUDY ON CHILD WELFARE OF ADOPTED CHINESE CHILDREN AT SCHOOLS IN CASTILLA Y LEON/ PERCEPCION DEL BIENESTAR SOCIAL DE NINOS Y NINAS ADOPTADAS DE ORIGEN CHINO EN LAS ESCUELAS EN CASTILLA Y LEON/ PERCEPCAO DO BEM-ESTAR SOCIAL DE CRIANCAS ADOTADAS DE ORIGEM CHINESA NAS ESCOLAS DE CASTILLA Y LEON
  • Author: Gil Villa, Fernando ; Abad, David Doncel ; Romo, Noelia Morales ; Ortega, Marta Lambea
  • Subjects: Bullying ; Child welfare ; Children ; Education ; Intercountry adoption ; Multiculturalism ; Schools ; Secondary education ; Setting (Literature)
  • Is Part Of: Pedagogía social, 2020-01, Vol.35, p.73
  • Description: The increasing diversity in schools as a result of international adoption has created new social challenges that need to be addressed. Beyond the learning processes of schools, the school is perceived as the ideal space for children and adolescents to develop skills and behaviours that allow them to live in society and it is considered a meeting point of different cultures. In the case of Spain, adopted Chinese children contributed to ethnic diversity in the classrooms, and the schools had to face this challenge. The main objective of this study is to know the social well-being of children adopted in the Republic of China who attend Secondary Education in Castilla y Leon since it presents itself as a group potentially exposed to the tensions that arise in heterogeneous groups in educational settings. Ten semi- structured interviews were conducted to meet the objective. The analytical strategy followed is based on well-founded theory. The results show that it is a group mocked for its Asian phenotypic features, but not for its adopted status.
  • Publisher: Sociedad Iberoamericana de Pedagogia Social
  • Language: Spanish
  • Identifier: ISSN: 1139-1723
    EISSN: 1989-9742
    DOI: 10.7179/PSRI_2019.35.06
  • Source: ProQuest Central
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait