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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. [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 study is part of a broader ethnographically based research project analysing interethnic student interactions in the Basque education system. It focuses on the nature of interethnic student alliances and oppositions within Basque education, which act as identity producers. The research methods include documentary analysis, participant observation, 36 semi-structured interviews and four focus groups. Results indicate that students who had a migrant background allied to oppose learning Basque. Alliances were often transitory and constituted ephemeral identities that were dissolved after such opposition took place. This paper points to the constitutive momentum that leads to the creation of transitory alliances, and its discussion contributes to the theory of identity, in line with the results of the case study. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Introduction: The present 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 rules. 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 and exercise social rules 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 legitimation of cosmovisions of "reality" derived from disinformation, hoaxes and noise information. [ABSTRACT FROM AUTHOR]