Andalusia, Spain's 2016 Comprehensive Plan for Immigrant Education: Promoting Interculturalism or Assimilation?

Abstract

This honors thesis examines the Socio-Educative section of Andalusia, Spain1s 2016 Comprehensive Policy for Immigration and its wider implications for how the Andalusian education system treats cultural and linguistic diversity. It finds that the intercultural rhetoric used in the policy has little substantive value because the content and programs of the policy treat cultural and linguistic differences as deficits. Furthermore, the policy treats diversity as a necessary transitional phase in the end goal of cultural and linguistic assimilation of immigrants. It recommends that the PIPIA be revised for a fourth time to incorporate programs based on enrichment theory and interculturalism.