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Hosting and Inclusion of Immigrants

Code: 101671 ECTS Credits: 6
2025/2026
Degree Type Year
Social Education OT 3
Social Education OT 4

Contact

Name:
Roser Giros Calpe
Email:
roser.giros@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

The course Reception and Inclusion of Immigrants is recommended for individuals interested in reflecting on migration and intercultural coexistence in today’s diverse societies, as well as in developing culturally responsive pedagogies.


Objectives and Contextualisation

  • Develop a better understanding of global migration flow dynamics from the perspective of regimes of mobility.
  • Identify the mediating factors in migrant’s reception and inclusion processes.
  • Apply the intersectionality, critic intercultural approach and culturally responsive designs in social work interventions.
  • Understand the value and significance of cultural policies in the process of inclusion.
  • To understand the social factors involved in popularisation of racism, and anti-racist strategies since the educational field.

Competences

    Social Education
  • Accompany people in their processes of growth and emancipation.
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Apply the socio-emotional skills needed to manage human relations.
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • Design and develop processes for citizen participation and socio-community action.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands. 
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Participate in the theoretical debates that affect the profession and affect different policy areas.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge. 
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge. 
  • Use information and knowledge from different sources and contexts (reports, articles, etc.) specific to the social sciences.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Acquire values and attitudes of respect for the different social and cultural environments that are unique to our contemporary societies.
  2. Analyse a situation and identify points for improvement.
  3. Analyse the ethical aspects of social education when working with people at risk of exclusion.
  4. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  5. Apply simple mediation strategies to increase autonomy and quality of coexistence in multicultural groups.
  6. Clarify the ethical dilemmas and debates raised when working with immigrant populations in a situation of social inequality as exists today.
  7. Communicate using language that is not sexist or discriminatory.
  8. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  9. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  10. Critically evaluate the personal prejudices and stereotypes that prevent an intercultural view of the social reality.
  11. Design and implement educational measures to prevent discriminatory attitudes and actions.
  12. Develop critical analysis of cultural diversity that involves the assumption of a dynamic concept of culture, identity and diversity in itself.
  13. Distinguish between an intercultural model and a multicultural model for the management of cultural diversity in the social sphere.
  14. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  15. Identifying and assessing the multiplicity of historical, social, political and legal references pertaining to inclusive education.
  16. Know and use the main sources of generation of scientific knowledge on social exclusion in Catalonia and Spain.
  17. Know the main plans and programs of educational administration for social and educational inclusion of the immigrant population.
  18. Know the rich and wide variety of situations of immigrant women in the country.
  19. Knowing how to find and interpret statistical data relating to the foreign population.
  20. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  21. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  22. Propose projects and actions that incorporate the gender perspective.
  23. Propose ways to evaluate projects and actions for improving sustainability.
  24. Recognising the assimilating, segregating, integrating or inclusive nature of the proposed socio-educational initiatives aimed at working with the immigrant population.
  25. Understand the characteristics and conditions that make up educational proposals in contexts of diversity.
  26. Understand the different stages of the migration process to identify the different social and emotional needs arising from the process for each stage.
  27. Understand the existing public participation structures Catalonia today.
  28. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.

Content

1.Migration, Reception and Inclusion processes in Catalonia

1.1. History of Migration and Contemporary Mobilities
1.2. Plural Societies, Interethnic Relations, and Racism
1.3. The Migration Process: Meanings and Conditions for Reception and Inclusion
1.4. Migration and the State: Border Regimes and Integration Policies
1.5. Migrant Agency: Diasporas, Transnationalism, and Decoloniality

 2. Management of sociocultural diversity. Intercultural policies and methodology.  

2.1. The intercultural approach applied to social action.   
2.2. Gender and intersectional approach in social work field.
2.3. Community work in multicultural neighbourhoods

 3. Professional Fields of intervention:

3.1. Refuges and asylum seekers
3.2. Migrant Unaccompanied minors
3.3. Migrant women, training and socioeconomic integration.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Presencial large grup 45 1.8 1, 4, 6, 25, 26, 17, 18, 27, 12, 13, 15, 14, 19, 8, 28
Type: Supervised      
Team work 30 1.2 9, 3, 5, 10, 6, 25, 7, 11, 23, 20, 21, 22, 19
Type: Autonomous      
Individual work, readings and discussion circles 75 3 3, 6, 25, 17, 12, 15, 19

Training activities directed (large group in attendance) will be developed from:
 
- Expositions by the teachers for the contents of the syllabus.
 
- Discussions on relevant issues prior reading of articles, reports and documents. 
 
- Workshops around the main topics of the subject supported by readings and other exercises (case studies, repport analysis, and others).
 
- Analysis of Press News

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Autonomous work of recommended papers 20% 0 0 1, 3, 4, 10, 6, 25, 7, 16, 18, 12, 15, 14, 19
Test 50% 0 0 9, 3, 4, 2, 10, 6, 25, 26, 7, 17, 16, 18, 27, 12, 11, 13, 15, 14, 24, 28
Workshops (case studies, and other group activities) 30% 0 0 9, 4, 2, 5, 10, 25, 7, 17, 18, 12, 11, 23, 20, 21, 22, 8, 28

Continuous assessment consists of three types of activities:

  • Individual synthesis test at the end of the course (50%)

  • Supervised group project (30%)

  • Individual assignment based on readings (20%)

Single  assessment:

It will consist of a written exam at the end of the course covering both theoretical and practical content (50%), an oral exam with open-ended questions to assess critical understanding of the content (30%), and an essay based on the required readings (20%).

The final grade will be the weighted average of the planned activities. To apply this criterion, it will be necessary to obtain at least a 5 in the written exam and the individual assignment on readings. These two pieces of evidence may be retaken if the student has followed the course properly. The recovery grade will not exceed 5 in either of the two. The subject will be considered "not assessable" if all assessment evidence has not been submitted.

Students who are enrolled in the course for a second time will not be eligible for a synthesis test.

Class attendance is mandatory due to the professional nature of this subject. Absences must be justified according to current rules and regulations. In order to receive a positive final grade, the student must have attended at least 80% of the classes.

 

Scheduled assessment dates:

a) Continuous assessment:

  • The individual written test will take place on January 19, 2026. The resit exam will be held on February 2, 2026.

  • The group project presentations will take place after the completion of the topics to which they are related.

  • The individual reading assignment must be submitted by December 15, 2025.

b) Single assessment:

  • The written and oral exams will be held on January 19, 2026. The resit exam will be held on February 2, 2026, and the same recovery policy as in continuous assessment will apply.

  • The return of evaluated assignments will be published on Moodle no later than two weeks after the submission and/or completion date.

Academic integrity and other considerations:

Plagiarism is considered a serious offense. If plagiarism is detected in any assignment, it will result in a failing grade. For a definition of plagiarism, please consult: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html

For this course, the use of Artificial Intelligence (AI) technologiesis permitted exclusively for tasks involving information searching, translations, and the creation of graphics. The student must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and the final outcome of the activity. Failure to be transparent about the use of AI in this graded activity will be considered academic dishonesty and may result in partial or full penalization of the activity's grade, or more severe sanctions in serious cases.

To pass this course, the student must demonstrate strong general communicative competence, both oral and written, as well as a good command of the language(s) of instruction as specified in the course syllabus.


Bibliography

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Baca, N., Román R. P. y Fuentes, L. M. (2016). Desigualdades de género en mujeres migrantes que realizan trabajo doméstico remunerado. Más allá de las cadenas globales de cuidados: 21ºEncuentro Nacional sobre Desarrollo Regional en México. Recuperatde:http://ru.iiec.unam.mx/3409/1/288-Baca-Roman-Fuentes.pdf 
Brah, A. (2011). Cartografías de la diáspora: identidadesencuestión. Traficantes de sueños. Recuperaten https://www.repositorio.ciem.ucr.ac.cr/bitstream/123456789/78/1/RCIEM062.pdf 
Brubaker, R. (2015). Linguistic and religious pluralism: between difference and inequality.Journal of Ethnic and Migration Studies,41(1), 3-32. 
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Campani, G. (2019). La migracióneuropea y la crisis de los refugiados: unprocesocomplejo y multifacético. Collectivus, Revista de CienciasSociales, 6(1), 15-33.Recuperat de http://investigaciones.uniatlantico.edu.co/revistas/index.php/Collectivus/article/view/2201 
Damoun, O. (2025). Migraciones y renovación poblacional en España: la brecha territorial, 2002-2021. Migraciones. Publicación Del Instituto Universitario De Estudios Sobre Migraciones, (63), 1–22. https://doi.org/10.14422/mig.2025.005
Casa Iberoamericana de la Mujer (2015). La participació de dones llatinoamericanes en processosmigratoris a Barcelona. Barcelona: Ajuntament de Barcelona CARRASCO, C. (2001) Tiempos, trabajos y género, 
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Girós Calpe, R., Bertràn Tarrés, M., & Pàmies Rovira, J. (2025). La enseñanza comunitaria del árabe y la educación islámica en la diáspora marroquí: prácticas urbanas cotidianas e inclusión. Migraciones. Publicación Del Instituto Universitario De Estudios Sobre Migraciones, 1–24. https://doi.org/10.14422/mig.21992.012
Gregorio, C. (2017) ¿Por qué hablar de cuidados cuando hablamos de migraciones transnacionales?.  
Quaderns-e de l'Institut Català d'Antropologia, [en línia].Núm. 22 (2), p. 49-64..Disponible a: https://www.raco.cat/index.php/QuadernseICA/article/view/333113 
Lacomba Vázquez, J., & Moraes Mena, N. (2020). La activación de la inimgración. Capacidades y agencia de los migrantes. Migraciones, (48).https://doi.org/10.14422/mig.i48y2020.001
Levitt, P; Glick-Schiller, N. (2004): "Perspectivas internacionales sobremigración".Migración y Desarrollo, nº 3, pp. 60-91. Disponible en: http://www.redalyc.org/articulo.oa?id=66000305 
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Nusche, D. (2009).What Works in Migrant Education? A Review of Evidence and Policy Options. OECD Education Working Papers, 22. Disponible a: http://www.olis.oecd.org/olis/2009doc.nsf/linkto/edu-wkp%282009%291 
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OECD (2017). Helping immigrant students to succeed at school and beyond. OCDE Publishing. Disponible a: https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf 
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Pàmies, J., Carrasco, S. i Narciso, L. (2012). A propósito de la acogida de alumnado extranjero. Paradojas de la educación inclusiva en Cataluña (España).Revista Latinoamericana de Educación Inclusiva,6(1), 105-122. 
Parella, S. y Rivero, P. (2011). Dones migrades, treball de cura i segregació laboral a Catalunya des d'una perspectiva de gènere. Barcelona: InstitutCatalà de les Dones. Disponible a: https://www.researchgate.net/publication/313429350_Dones_migrades_treball_de_cura_i_segregacio_laboral_a_C 
Pedone, Claudia (2008). "Varones aventureros" vs. "madres que abandonan": reconstrucción de las relaciones familiaresapartir de la migración ecuatoriana. REMHU - Revista Interdisciplinar da Mobilidade Humana, 16(30),45-64. Disponible en: https://www.redalyc.org/articulo.oa?id=4070/40704200700 
Penninx, R. andGarcés-Mascareñas, B. (2016). Chapter 2. The Concept of Integration asan Analytical Tool and as a Policy Concept. In: B. GarcésMascareñas and R. Penninx (eds.). Integration Processes and Policies in Europe. Contexts, Levels and Actors. New York: Springer Open 
Rodríguez-García, Dan (2015): "Multicultural / Multiculturalism". DictionaryofInternationalMigrations, Observatório das Migrações Internacionais (OBMigra), Brasil. 
Tendenciasglobales de desplazamientosforzados: https://www.acnur.org/eses/stats/globaltrends/5eeaf5664/tendenciasglobales-de-desplazamiento-forzado-en-201  
Thompson, A.; Torres, R.; Swanson, K. et al. (2019). Re-conceptualising agency in migrant children from CentralAmerica and Mexico. Journal of Ethnic and Migration Studies, 45 (2): 1-18. 
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Bridges, not Walls. París, UNESCO 
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Yuval-Davis, Nira. "Etnicidad, relaciones de género y multiculturalismo." In Nación, diversidad y género: perspectivascríticas, pp. 64-88. Anthropos, 2010. 

Software

Moodle


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TE) Theory 4 Catalan first semester morning-mixed