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Nurses as professionals of health, childhood education teachers, social workers and caregivers, join a group of "feminine professions" which grew through policies of a welfare state in postwar constructive period, or in times of postwar accords (Jones, 1983). These professions are under challenge because of neoliberal policies and practices in the 21st century. In the paper, we want to give lights to the contradictory situations nurses face, as workers and as care keepers. Nurses, suffer of a combination of public and private functions, at work, at home, and when caring family relatives. The way women feel about their role as professionals, and as women and workers, is illuminative, as we enquired in a funded research developed with nurses in the community of Navarra, Spain, first from 1993 to 1996, and next, checking a continuity each ten years, 2006 and next 2016.

In multilingual schools students have diverse identities, cultural backgrounds, perceptions, capacities and linguistic experiences. The space for teaching and learning is also mediated by stereotypes and prejudices associated with this diversity. Diversity, stereotypes and prejudices shape how teachers and learners operate in a world of complex social relationships. In this survey we explore the hidden attitudes of immigrant students and teachers in secondary education in Catalonia (Spain). The research uses the distinction between explicit and implicit attitudes to analyse immigrant students' perceptions and teachers' subconscious perceptions about school involvement. The sample includes 4078 immigrant students with more than six months of residence in the host country that were attending linguistic support classes in secondary schools of Catalonia during the year 2006-2007, and also their regular classroom teachers and support teachers. The survey aims to establish if is there any statistically significant associations between the attitudes of newcomer students and teachers, and the linguistic and geographical origins of the students. We wanted to know if teacher and student perceptions agreed or differed and to characterise stereotypes and prejudices affecting positive or negative attitudes about the organisation of teaching while learning. The results show how the teachers' perceptions about newcomer students' involvement differ in many cases from the views of the students, and how lower expectations and subjective manifestations of racism are evident with some groups, especially with students of African origin. (Contains 6 notes, 11 tables, and 1 figure.)

This paper explores the differential influence of government ideology and education governance on the gender policies of socialist and conservative administrations in Spain from 1983 onwards.The first national policies which favoured equal rights for men and women in education, employment, and social and political life were developed under a European framework and promoted by the National Institute for Women, and governments of the autonomous communities. This was followed by a national policy strategy for gender which initially focused on education but whose influence gradually weakened. The situation changed once more in 2004 when the new socialist government developed a range of policies to promote equal opportunities for men and women. The paper closes with a reflection on how policy on gender equity developed in Spain between 1970 and the present, and the impact of different political ideologies and discourses on that process. It is argued that while policy researchers have long emphasised the impact of government ideology on educational policy and governance (e.g. Lingard and Ozga, 2007; Fullan 2001; Fullan et al., 1997), there are few analyses ofthe impact of different forms of ideology and governance on gender policy-making, of which the study reported in this paper is an example.

The development of education and schooling in modern times emerged from the priorities of religion and politics in the sixteenth-century transition from the Middle Ages to the Renaissance and Reformation. Subsequently, liberal ideas about the maintenance and advancement of life on earth fostered a new dualism, between educational science and politics. The development of modern schooling was implicated in these changes; and different trajectories of "great" (or systematic) and "small" (or schoolroom) didactics, open and closed curricula, heavenly and temporal salvation became part of the modernist, nation-related project. The advent of transnational, globalised regimes since the end of the nineteenth century, however, has gradually created a new political agenda for schooling. To understand this agenda, it may be useful to return to past circumstances and, in the process, clarify perceptions of the future.

Immigration is the challenge that faces European countries in the immediate future. Spain, a former exporter of migrants, has recently become a host country, which must be taken into account if we wish to promote a multicultural, integrative school system. The aim in this article is to reach some conclusions about the integration of immigrants, not only in the educational system but also in social life generally. In doing so, first the global and national issues are considered, and the various policy solutions that have been proposed in various other European countries, and then a model that integrates several other approaches is applied to reflect on the implications of three types of immigration into Spanish schools. This is then reflected upon by observing and accounting for the experiences of migration reported in three schools. Three case studies are presented, two of infant and primary schools (3-12 years of age), and another of a secondary school (12-18 years of age), to add to the past analysis of the "modernist" approach to recent immigration in schools in one area of Spain. (Contains 5 notes.)

The Dakar Conference Declaration in 2000 endorsed the aim of universal access to education. Following Dakar Declaration, the improvement of education and schooling was to be engineered and steered by a mix of governmental and non-governmental agencies. But this quasi-governmental rhetoric masks the possibility that schooling can be re-organised (re-formed) in such a way that public services are outsourced to private or global agencies which operate according to neo-liberal assumptions. At this point, we can assert that policy proposals in education and at the social, cultural, economic, political levels (especially in countries receiving international donor-aid) are no longer rooted in democratic decisions taken by national, regional or local communities. The influence of international and supranational organizations, such as the OECD and others (see Rizvi & Lingard, 2010), creates an emergent global educational policy arena but this creates another set of political problems. In this paper, this overall framework is analysed following the developments in education in the Great Peru in South America, or seen otherwise, in Peru, Chile and Argentina. [ABSTRACT FROM AUTHOR]

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Routine activities, symbolic play, and games set the path for children's cognitive, social, emotional, and moral growth. As such, continuity can be established between both types of actions, that is, first learning who we are and how to behave, and next socializing and interacting with others, while simultaneously developing emotionally. Routine activities contribute to the development of valid references while children are acquiring habits, attitudes, norms, and new skills. If approached in an organized manner, routine activities help to promote children's well-being and security while gaining autonomy. Games contribute to social and emotional development whilst simultaneously encouraging children's active participation, integration, communication and cooperation. This paper explores how often taken-for-granted educational practices such as routine activities, play and games can be utilised by teachers in ethnically and socially diverse classrooms to foster children's emotional and social development and enhance integration. It reflects on examples of daily classroom practices developed in four varied schools with children of diverse ages (ranging from 3-12 years), different group characteristics and from a variety of social and ethnic backgrounds. [ABSTRACT FROM AUTHOR]

‘Feminine professions’, such as infant school teachers, nurses, social workers and others, which emerged and grew as a consequence of a second stage in industrial development, through welfare state policies in times of postwar consensus, are under challenge because of liberal policies. In this article we want to reflect and clarify the contradictory situation of infant school working women, how they feel about their professional role, and their role as women and as workers. In order to make these points clear, we refer to research developed mainly with infant school teachers and nurses in Navarra, Spain, from 1993 to 1996. In this article, however, we are going to concentrate on women infant school teachers and, in particular, their professional perception, personal esteem, social role and satisfaction at work. [ABSTRACT FROM PUBLISHER]

Comprehensive education appeared as a progressive form of school organisation characterised by a common, core curriculum that was to be offered to every student independent of their social origins and economic position. Up till now, we can say that comprehensivisation has worked as a school conception, but it has failed to build a schooling system. That is to say, it has worked as a school organisational system, but it has failed as a way of restructuring knowledge, and/or teaching and learning. This articleregards these aspects as complementary branches of the same comprehensive ideals. They need to be revisited in our technological and informational stage of development. [ABSTRACT FROM PUBLISHER]