Canales formales, informales y digitales en la comunicación  escuela-familia: una perspectiva intercultural  en diálogo con otros sistemas educativos

Núria Llevot Calvet; Olga Bernad Cavero; María Paz López Teulón; Àngels Torrelles Montanuy

doi:10.60923/issn.2420-8175/23799

Authors

Núria Llevot Calvet Department of Educational Sciences. Faculty of Education, Psychology and Social Work. University of Lleida https://orcid.org/0000-0002-6945-2502

Professor at the Department of Educational Sciences of the University of Lleida, Catalonia, Spain (Serra Hunter Programme of the Government of Catalonia). Her research interests focus on mediation and intercultural education, religious diversity, ethnic minorities, and cooperation between Africa and Europe. She has received several research awards at regional, national, and international levels. She has carried out numerous research stays at universities such as Sherbrooke, Quebec, Montreal, Paris, Mostar, Dakar, Padua, Bologna, and Rome. She has coordinated several national and International projects. She has coordinated various regional, national and european teaching and research projects. She has taught lectures and training courses in various institutions and has published articles in scientific journals, as well as book chapters and monographs.

In terms of academic management, she has served as Rector’s Delegate, Master’s Programme Coordinator, Head of two Departments, and Academic Secretary. She is a member of the Board of Directors of the Research Institute INDEST and of the Research Group GR-ASE (Educational and Social Analysis) at the University of Lleida. She is also a member of several national and international educational and research networks, including GIER (Interuniversity Rural School Group), RIER (Network for Research on Rural Education) and RIIDE (International Network of Educational Law), and she currently serves as President of RIIDE Catalunya (International Network for Research in Educational Law). She is also a member of the “Educational Inclusion” Action Group of the Iberus Campus.
Olga Bernad Cavero Department of Educational Sciences. Faculty of Education, Psychology and Social Work. University of Lleida https://orcid.org/0000-0001-5344-8130

Professor at the Department of Educational Sciences at the University of Lleida (Catalonia, Spain). Her main lines of research focus on the school – family – community, relationship, involvement of foreign families in the education of their sons and daughters, coexistence and intercultural education, cultural and religious diversity, ethnic minorities, rurality, and Africa – Europe cooperation. She has carried out several research and training stays at universities such as Montreal, Dakar, Rome, Bologna and Nantes. She has participated as a professor and researcher in several regional, national and European teaching and research projects. She has received two research awards at regional and international levels. She has taught lectures and training courses in various centers and she has published articles in high-impact scientific journals, as well as book chapters and books in prestigious publishers. In the field of academic management, she was Coordinator of the Master's Degree in Youth and Society and Coordinator of the Double Degree Program in Early Childhood and Primary Education.

She is a member of the GR-ASE 'Educational and Social Analysis' research group and the INDEST Research Institute (Institute for Social and Territorial Development) at the University of Lleida. She is also a member of the Campus Iberus 'Educational Inclusion' action group, as well as several national and international educational and research networks, including GIER (Interuniversity Group of Rural Schools), RIER (Research Network on Rural Education), and RIIDE (International Network of Educational Law).
María Paz López Teulón Department of Educational Sciences. Faculty of Education, Psychology and Social Work. University of Lleida https://orcid.org/0000-0003-3069-3613

Professor in the Department of Educational Sciences at the University of Lleida, Catalonia, Spain. She served as Head of the same department from 2019 to 2023. Since 2023, she has coordinated the Bachelor's Degree in Social Education at the Faculty of Education, Psychology, and Social Work. Her research focuses on intercultural education, the family-school relationship, rural life, international cooperation, and socio-community action. She has published articles in scientific journals, as well as book chapters and books with prestigious publishers. She has participated as a researcher in national and regional projects. She is a member of the GR-ASE research group "Educational and Social Analysis" and the INDEST Research Institute (Institute for Social and Territorial Development) at the University of Lleida. she is also a member of the "Educational Inclusion" action group of the Iberus Campus, as well as several national and international educational and research networks such as the GIER (Inter-university Group of Rural Schools), the RIIDE (International Network of Educational Law), and the Rural Education Research Network (RIER).
Àngels Torrelles Montanuy Department of Education Sciences. Faculty of Education, Psychology and Social Work. University of Lleida https://orcid.org/0000-0001-7347-4571

Professor at the Department of Education Sciences at the University of Lleida (Catalonia). Her research focuses on intercultural education, cultural diversity, school and family, rurality and international cooperation. She has participated as a researcher in national and regional projects. She has given lectures and training courses at various centers and has published articles in influential scientific journals, as well as book chapters and books with prestigious publishers. She is a member of the GR-ASE ‘Educational and Social Analysis’ research group and the INDEST Research Institute (Institute for Social and Territorial Development) at the University of Lleida. She is also a member of the Campus Iberus action group ‘Educational Inclusion”, as well as several national and international educational and research networks such as GIER (Interuniversity Group of Rural Schools), RIIDE (International Network of Educational Law) and RIER (Rural Education Research Network). She has carried out a one-week job shadowing and training stay, within an Erasmus+ project of combined mobility at the University of Nantes.

DOI:

https://doi.org/10.60923/issn.2420-8175/23799

Keywords:

intercultural education, family-school relationship, family participation, inclusion and communication

Abstract

Intercultural education is central to addressing educational challenges of cultural, linguistic, and social diversity in contemporary societies. In dialogue with other cross-cutting approaches, this text analyzes school-family communication as a strategic space for recognition, participation, and equity. Using a qualitative ethnographic approach in seven Catalan schools with many families of immigrant origin, communication channels were explored, along with their daily practice and implications for the participation of foreign-origin families in primary education. The results reveal a hierarchical coexistence of communication channels that generate linguistic, cultural, organizational, and technological barriers, while also identifying practices towards intercultural mediation, digital support, and trust relationships. It is concluded that rethinking school-family communication from an intercultural and interdisciplinary perspective is key to moving towards cooperative, inclusive, and equitable educational communities.

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Formal, informal and digital channels in school-family communication: an intercultural perspective in dialogue with other educational systems

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