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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.

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.

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.

Introduction: This study focuses on the analysis of the perception on the roles of mass media during the health crisis derived from the COVID-19 pandemic. It also studies how people adopt specific roles oriented towards the legitimation and implementation of control and social norms. Methodology: A questionnaire was designed based on a set of Likert type answers responded by 704 people from different regions in Spain. Data were analyzed using SPSS software package. Results: Results indicate that sex and age are determining variables in the legitimation and implementation of social control between peers. Results also indicate that there is a relationship between the way people perceive the role of media and their predisposition to abide by and exercise social norms and control. Discussion and conclusions: Both the literature and obtained data show that there is a relationship between the role of media in situations of social alarm and health crisis, and the processes of construction and legitimation of cosmovisions of “reality” derived from disinformation, hoaxes and noise information., Introducción: El presente trabajo se centra en el análisis de la percepción de la población en torno al papel desempeñado por los medios de comunicación durante la crisis sanitaria derivada de la pandemia del COVID-19, y cómo las personas adoptan determinados roles orientados a la legitimación e implementación del control y las normas sociales. Metodología: Para la consecución del mismo, se diseñó y distribuyó una encuesta de tipo Likert que fue respondida por 704 personas de distintas regiones del Estado español. Los datos han sido posteriormente analizados mediante la herramienta de análisis estadístico SPSS. Resultados: Los resultados indican que el sexo y la edad fueron variables determinantes en la legitimación e implementación del control social entre iguales durante el confinamiento. Los resultados también han puesto en relieve la relación existente entre la forma en la que las personas perciben el rol de los medios de comunicación y su predisposición a acatar y ejercer el control y las normas sociales. Discusión y conclusiones: Tanto la literatura como los datos obtenidos para la realización del presente estudio, muestran la conexión existente entre el rol desempeñado por los medios de comunicación en situaciones de alarma social y de crisis sanitaria, y los procesos de construcción y legitimación de cosmovisiones de la “realidad” derivadas de la desinformación, los bulos y los ruidos informativos.

Interaction in educational environments might refer to a set of relationships between individuals in a school system. These links can be considered within a power-relations framework that includes the role of each of the subjects in a school and its community. This paper focuses on "transgressive" interactions involving adolescent students from diverse ethnic backgrounds in a Basque secondary school and relies on the concept of identity-in-interaction from a sociocultural approach, according to which, identity is constituted in a process of exchange between two or more parties. This research is drawn from the results of an ethnographic study conducted between July 2015 and June 2016 in a Basque secondary school attended by a high proportion of immigrant students, which shares characteristics with the broader Basque educational context. The methods used to collect data included documentary analysis, 9-months of participant observation, 36 in-depth interviews and four focus groups. Transgression in this context refers to the act of questioning socially established limits of behavior, which is considered typical during adolescent years. I categorize three types of student interaction as transgressive: personal, civic, and social limit transgressions, which involve challenges to peer-interpersonal, institutional, and community rules of interaction, respectively. In the Basque Country there are two official languages, Basque and Spanish, and students are instructed in both languages. They must daily face the particularities of a bilingual society where Basque is still a minority language. Community transgression is noteworthy, as immigrant students resisted the rule enforcing Basque instruction, leading to intercultural conflict with teachers. The study argues that identity can be constructed through transgression: immigrants' refusing to learn Basque is a matter of rebellion that acts as an identity marker. This study contributes to the discussion of identity-in-interac

Systems of Augmentative and Alternative Communication (SAACs) encompass a variety of forms of expression used to enhance the communication skills of people with disabilities and/or communication impairments. This paper compiles educational practices carried out in Spain using SAACs in the last decade. A systematic review of scientific research databases enabled a descriptive and qualitative analysis of the 25 case studies out of 88 that met the established inclusion criteria. The aim of this analysis was to obtain a global perspective of the main lines of action, as well as to identify its nature according to the beneficiary, context, aims, and typology of the SAACs implemented through the application of an evaluation grid. This evaluation grid tool arose in a broader European Project entitled AAC@ School for Social Inclusion. The results of this systematic review provide researchers and educators with evidence to apply SAACs with individuals with communication impairments, regardless of their age, gender, or the impairment or functional diversity they suffer from and could be applied in other European contexts.

393 p., Students in education systems are often seen as products of their socialization process through a set of given structures of interaction. This assumption has important implications, because according to these perspectives, subjects are seen as reproducers of their social position rather than producers of it. This premise has direct implications on the concept of identity, as according to this perspective, it is the product of a set of already given structures of interaction subjects cannot change. Using ethnographic methods, this work analyzes how student identity is formed in interaction in education systems. This study is located in a Basque secondary education center which has a high multi-ethnic studentship attendance. Results indicate the relevance of three elements in students¿ relationships: first, the structure of the education system, which is often portrayed as a constriction on the kinds of relationships that students among themselves, and students and teachers have. Through these relationships, students¿ social positions are sometimes reproduced. Second, ethnic, social, and symbolic boundary-making, or the relationships among individuals or groups who have diverse ethnic backgrounds and social positions. In these interactions, power relations are often present. Third, limit transgressions in adolescence were the most remarkable interactions in the data collected. Limit transgression is a notion linked to the testing of social rules and order. In the testing of limits, adolescents often find conflicts. A categorization of three levels of limit transgressions is presented in this work, according to the interactions observed. Most non-autochthonous student-teacher limit transgressions were in the form of student opposition to Basque language learning. Through these transgressive interactions non-autochthonous students enacted ethnic boundaries; questioned the education system structure and built their identity in opposition to the rule of learning the Basqu

The aim of this study is to analyze the nature of multiethnic academic interactions in relation to theories of cultural capital and boundary-work. More precisely, it considers to what extent school structure is related to the cultural capital of students from different ethnic backgrounds and explores its relationship to Intergroup Contact Theory and identity. Methods include documentary analysis, participant observation, interviews, and focus groups conducted from an ethnographic perspective between 2015 and 2016. Based on data collected in a Basque school attended by a high proportion of immigrant students, intraethnic and interethnic student–student and student–teacher relationships, and inequalities within these, are analyzed. Results indicate that the distribution of students in different classes tended to be ethnically marked, as most immigrant students chose to attend classes that were taught mostly in Spanish, whereas most autochthonous students were enrolled in classes with a high Basque instruction. The study considers the effects of students’ language choices and concludes that Basque has implications for the theories of identity, cultural capital, and boundary-work, as learning Basque is an academic and implicit rule in Basque education and society.