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.
Description:
88 pages. A thesis presented to the Department of International Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2016.
