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Hosting and Inclusion of Immigrants

Code: 101671
Credits: 6
2026/2027
Degree programme Type Course
Social Education OP 3
Social Education OP 4

Contact lecturer

Name :
Fatiha El Mouali Samadi
Email :
fatiha.elmouali@uab.cat

Group languages

You can consult this information at the end of the 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

  • 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.

Learning outcomes

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

Contents

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.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Presencial large grup 45 1.8 2, 3, 5, 6, 9, 10, 11, 14, 15, 16, 17, 20, 21, 23, 28
Individual work, readings and discussion circles 75 3 1, 2, 3, 6, 10, 14, 15
Team work 30 1.2 1, 2, 3, 4, 7, 12, 14, 19, 22, 24, 25, 26, 27

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

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Workshops (case studies, and other group activities) 30% 0 0 4, 6, 7, 10, 12, 14, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27
Test 50% 0 0 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 17, 18, 19, 21, 23, 25, 28
Autonomous work of recommended papers 20% 0 0 1, 2, 3, 6, 7, 13, 14, 15, 16, 17, 23, 25, 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 12, 2027. The resit exam will be held on January 26, 2027.
  • 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, 2026.

b) Single assessment:

  • The written and oral exams will be held on January 12, 2027. The resit exam will be held on January 26, 2027, 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.

Butler, J., & Fraser, N. (2016). ¿ Reconoocimiento o redistribución?: un debate entre marxismo y feminismo. New Left Review en Español.

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

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Crenshaw, K. W. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43 (6), pp. 1.241-1.299. Traduït per: Raquel Platero y Javier Sáez. Disponible a: http://www.uncuyo.edu.ar/transparencia/upload/crenshaw-kimberle-cartografiando-losmargenes- 1.pdf

Erel U, Ryan L. (2019) Migrant Capitals: Proposing a Multi-Level Spatio-Temporal Analytical Framework. Sociology.53(2):246-263. doi:10.1177/0038038518785298

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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

Narciso Pedro, L., & Carrasco Pons, S. (2017). Mariamaonthemove. Capital migratorio y segundas generaciones en la emigración juvenil española.Migraciones. Publicación Del Instituto Universitario De Estudios Sobre Migraciones, (43), 147-174. https://doi.org/10.14422/mig.i43.y2017.007

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

<spanclass="WACImageGroupContainer SCXW88615029 BCX8">OECD (2015). Immigrant Students at School: Easing the Journey towards Integration, OECD Publishing. http://dx.doi.org/10.1787/9789264249509-en

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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Software

Moodle

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 4 Catalan first semester morning-mixed