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dc.contributor.authorSalgado-Orellana, Norma
dc.contributor.authorBerrocal De Luna, Emilio 
dc.contributor.authorSánchez Núñez, Christian Alexis 
dc.date.accessioned2020-05-06T07:50:07Z
dc.date.available2020-05-06T07:50:07Z
dc.date.issued2019-06-12
dc.identifier.citationSalgado-Orellana, N.; Berrocal de Luna, E.; Sánchez-Núñez, C.A. Intercultural Education for Sustainability in the Educational Interventions Targeting the Roma Student: A Systematic Review. Sustainability 2019, 11, 3238. [doi:10.3390/su11123238]es_ES
dc.identifier.urihttp://hdl.handle.net/10481/61822
dc.descriptionAccess to databases has been done with the Virtual Private Network (VPN) from the University of Granada.es_ES
dc.descriptionThanks to David G. Sachs, graguated by the University of New Mexico (EE.UU.) and posgraduate by University of Granada (Spain), and Marcela Bastías, Spanish tutor at the Global Enagagement Centre, University of Coventry, Conventry, UK for the help given in the translation of this article.es_ES
dc.description.abstractThe ethnic and cultural diversity of today’s society demands an intercultural education that promotes equal opportunities and the inclusion of minority groups at risk of social exclusion. Various policies and governmental strategies are directed at favoring social inclusion and reducing situations of discrimination and exclusion. One of said ethnic minorities is the Roma community. This article talks about measures for reversing the high rates of absenteeism, dropout, and school failure. The aim of this systematic review in the educational context is to analyze programs and interventions that have been made to promote the educational inclusion of Roma students. Three databases were used—Scopus, Web of Science, and Eric—to examine 419 articles. After a selection, based on an inclusion criterion, which follows the guidelines given by the Declaration of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA), 17 articles were chosen for the analysis. The main findings shed light on data for programs and interventions developed mostly within the school setting and for students of elementary and secondary education, however, there are also interventions that are developed in the community and extracurricular context. The works are centralized in valuing the cultural diversity of the Roma people with the Roma students but not just exclusive to them. Highlighted is the implementation of teacher assistants and/or intercultural mediators from the Roma community to be role models or references for the students, and family education participation is considered common practice. Such characteristics in educational interventions contribute to an inclusive education in an intercultural and sustainable manner.es_ES
dc.description.sponsorshipThis study was funded by CONICYT Scholarship PFCHA 72190263. Also has the support of the Research, “Innovation and Improvement in Andalusia” (HUM 126).es_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectIntercultural educationes_ES
dc.subjectEducational interventionses_ES
dc.subjectRoma studentes_ES
dc.subjectSystematic reviewes_ES
dc.subjectPRISMAes_ES
dc.titleIntercultural Education for Sustainability in the Educational Interventions Targeting the Roma Student: A Systematic Reviewes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/su11123238


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