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This paper is based on a review of studies focusing on student autonomy in early childhood, primary, and secondary education in Spain published in the last 10 years. Autonomy is defined as the capacity of individuals to act in a self-determined way. Educational institutions play a key role in the development of autonomy through experience, and students demonstrate more autonomy in learning when they are older. The method used in this paper consists of an overview of empirical studies from different databases and the application of three pre-defined filters. A total of 41 studies is analysed and critically assessed in relation to (1) the area of knowledge and level of schooling, (2) the definition of autonomy, (3) the method used, and (4) the elements influencing student autonomy. Results indicate that (1) physical education in secondary education is the most researched area, (2) most studies have defined autonomy and used self-determination theory as a framework for measuring student autonomy, (3) the majority of studies have used quantitative methods and a student sample, and (4) autonomy support provided by teachers positively influences student autonomy. In addition, the results show that intrinsic elements, such as the development of stable individual identity and psychological resources, enhance student autonomy. The paper concludes that future research should be aimed at a more specific conceptualisation of student autonomy to be assessed, measured, and promoted in different international educational environments and areas of knowledge.

The literature reveals the difficulty of teaching minority languages in multiethnic and multilingual regions. Studies about teachers' perceptions when instructing a minority language might help stakeholders to design interventions to overcome this problem. The first aim of this study was to describe teachers' perceptions of type of issues, student complaints, and behaviors when teaching in Basque. The second aim was to state whether there is any relation between the origin of the students, the teachers' working experience, and working region with the occurrence of issues, type of complaints in class, and the role of students' parents. The data for this study were collected using an online questionnaire answered by 197 teachers. A descriptive analysis of the answers was performed using SPSS® (Statistical Package for the Social Sciences). Chi-square analyses were conducted to study the relation between variables. Results indicate that teachers believe Basque is sometimes undermined in their teaching practice, but no difference is perceived between local and migrant students. Conversely, regarding teachers' views, negative attitudes toward Basque are mostly influenced by students' families. This provides evidence to encourage education stakeholders to design better lessons involving the teaching of Basque.

This study focuses on Basque and Occitan teaching in southern France, where both are minority languages. More precisely, it aims to analyze teachers' view on the elements that enhance and hamper Basque and Occitan teaching. It considers the concept of phronesis or teacher effect to refer to the diverse strategies used by teachers to constantly adapt to students' needs and context. This study presents an exploratory collaborative participatory approach based on a sequential explanatory design used with Basque and Occitan secondary school teachers. The results indicate that teachers tend to highlight the role that their implication plays in learning the target language. Teachers also mention that contextual elements hamper target language learning. The study concludes that teacher implication to promote student motivation is much based on the emotional bond created with the teacher. It also relates the concept of phronesis to that of teacher implication to promote student motivation.

This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur.

This article examines the processes of educational ethnography and questions the traditional use of the field notebook and research relationships. It forms part of an ongoing collaborative study analyzing university students' learning trajectories. Guided by inclusive ethics, the study proposes that researcher–participant collaboration is fundamental in defying traditional research methodologies. Post-qualitative inquiry enables an inclusive ethics perspective by providing a critical view of the usual ways of conducting research. The paper presents three cases of collaborators taking a field notebook and self-observing their learning. Participant agency facilitates our immersion in different worlds and produces new, non-standardized perceptions that enable the transformation of educational ethnography. [ABSTRACT FROM AUTHOR]

This paper focuses on educational inequalities in multi-ethnic Basque secondary education. More precisely, the study takes an ethnographic standpoint and aims to explore the academic performance disparities between autochthonous and immigrant students in Basque education in relation to teacher authority. Methods include participant observation and interviews conducted in a Basque school attended by a high proportion of immigrant students. The data indicates that teachers showed three kinds of authority styles, including authoritative and affectionate, which elicited different degrees of student autonomy. The authority style that did not elicit an effective student response involved the use of both authoritative and affectionate strategies; this inconsistent style was only observed when teachers interacted with immigrant students around Basque language learning. This paper argues that teachers' authority styles have implications for the academic inequalities present between autochthonous and immigrant students. [Paper presented at the Oxford Ethnography and Education Conference, 2018.]

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe. [ABSTRACT FROM AUTHOR]

This paper is based on a review of studies focusing on student autonomy in early childhood, primary, and secondary education in Spain published in the last 10 years. Autonomy is defined as the capacity of individuals to act in a self-determined way. Educational institutions play a key role in the development of autonomy through experience, and students demonstrate more autonomy in learning when they are older. The method used in this paper consists of an overview of empirical studies from different databases and the application of three pre-defined filters. A total of 41 studies is analysed and critically assessed in relation to (1) the area of knowledge and level of schooling, (2) the definition of autonomy, (3) the method used, and (4) the elements influencing student autonomy. Results indicate that (1) physical education in secondary education is the most researched area, (2) most studies have defined autonomy and used self-determination theory as a framework for measuring student autonomy, (3) the majority of studies have used quantitative methods and a student sample, and (4) autonomy support provided by teachers positively influences student autonomy. In addition, the results show that intrinsic elements, such as the development of stable individual identity and psychological resources, enhance student autonomy. The paper concludes that future research should be aimed at a more specific conceptualisation of student autonomy to be assessed, measured, and promoted in different international educational environments and areas of knowledge. [ABSTRACT FROM AUTHOR]

This paper analyzes synergies between two rural museums and schools in the Spanish Pyrenees: Ecomuseu dels Valls d'Àneu and Espacio Pirineos. The foundation, organization, and development of these museums, neither of which has an education department, are examined via qualitative fieldwork (documentary analysis and interviews). Documentary analysis reveals differences in the conditions under which the museums were founded: Ecomuseu dels Valls d'Àneu was a collective initiative by local agents based on the new museology of the 1980s, whereas Espacio Pirineos was a political initiative by the town council with the aim of promoting tourism. These differences can be seen in each center's relationships with schools, the Ecomuseu dels Valls d'Àneu's network being more developed. Nonetheless, in both museums, activities and exhibitions to attract schools are of fundamental importance. The findings show that, in the absence of education departments in rural museums, it is vital to establish networks between museums and educational entities to consolidate relationships and museum education. [ABSTRACT FROM AUTHOR]

Graffiti culture has expanded rapidly since its inception in the 1970s, and is now an established practice. Graffiti is part of the visual culture of many societies, and constitutes the visible part that is hidden to the common pedestrian. As such, it is argued that graffiti has become part of many countries' subcultural heritage. This article focuses on the processes of learning and identity construction of graffiti writers in Pamplona, in Spain, and considers the consequences of this for the concept of subcultural heritage. The data were collected via interviews and participant observations conducted over eight months. The findings suggest that graffiti writers' identities are constituted via their artwork, which is influenced by emotions and praise that serves to fuel their ego. The findings also indicate that these writers tend to hide the fact that they have learned from others, claiming instead to have learned on their own. Hence, graffiti subcultural heritage is defined by ideas that writers themselves have about graffiti, and their learning of the previous heritage. The paper concludes that writers leaving their mark and receiving feedback from their community contribute to their subcultural heritage, and that these two aspects represent specific characteristics of this subculture. [ABSTRACT FROM AUTHOR]

This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur. [ABSTRACT FROM AUTHOR]