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Recursos

García Medina, R., Penna, M., & Sánchez, M. (2022). La atención a las diversidades y la equidad en las políticas educativas de la Comunidad de Madrid. Archivos Analíticos de Políticas Educativas, 30(121). https://doi.org/10.14507/epaa.30.6878  [SJR Q2].

Gallego, B., & Goenechea, C. (2022). What makes them thrive? Protective factors for the academic success of Roma university students: A case study. Education, Citizenship and Social Justice. https://doi.org/10.1177/17461979221123009 [SJR Q2].

Goenechea, C.; Gallego, B.; y Amores, F.J. (2022). Who I am and who I share it with. Roma university students between invisibility and empowerment. Intercultural Education, 33(2), 230-244 https://doi.org/ 10.1080/14675986.2022.2035091 [SJR Q1; JCI Q2].

Greco, S. y Goenechea, C. (2022). Posibilidades y límites de la integración escolar del alumnado procedente del sur de Europa en las escuelas de Ámsterdam. Psicoperspectivas, 21 (1), 1-12. [SJR Q2].

Arroyo, M.J. & Berzosa, I. (2021). Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned. Culture and Education, 33(4),597-632. https://doi.org/10.1080/11356405.2021.1974218 [JCR: Q3]

Gallego, B., Goenechea, C., Antolínez, I., &Valero, C. (2021). Towards inclusion in Spanish Higher Education: Understanding the relationship between identification and discrimination. Social Inclusion, 9(3), 81-93. https://doi.org/10.17645/SI.V9I3.4065 [JCR: Q3]

Hernández, F; Sancho-Gil, J.M. & Arroyo, M.J. (2021). The importance and necessity of researching emigration and its relationship with school education, Culture and Education, 33:4, 585-596, https://doi.org/10.1080/11356405.2021.1987070 [JCR: Q3]

Rodríguez, R.; González, I. y Goenechea, C. (2020) Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students. Teaching and Teacher Education, 90, 1-11. https://doi.org/10.1016/j.tate.2020.103035 [JCR: Q1]

García Medina, R. el al (2020). Análisis de los itinerarios de éxito de estudiantes migrantes y estudiantes trans que alcanzaron estudios universitarios, desde una perspectiva educativa inclusiva. Revista Complutense de Educación, 31(2), 207-218. https://doi.org/10.5209/rced.62016 [SJR Q2].

Arroyo, M.J. y Berzosa, I. (2018). Atención educativa al alumnado inmigrante: en busca del consenso. Revista de Educación, 379, 192-215. https://doi.org/10.4438/1988-592X-RE-2017-379-367 [JCR Q3].

Luque, V., Herrera, I. M., & García, M. (2017). Experiences of oppression, liberation, and well-being among Moroccans in Andalusia. Journal of Community Psychology, 45(7), 831-845. https://doi.org/10.1002/JCOP.21895 [SJR Q1].

Matos, D. y Goenechea, C. (2016). Educação intercultural e formação de professores em contexto espanhol para alunos imigrantes. Educação e Pesquisa, 42 (4), 1093-1108. https://dx.doi.org/10.1590/S1517-9702201612162742 [SJR Q2].

Aparicio, J. M., Tilley, C. D., & Orozco, M. (2015). La escuela como mecanismo de aculturación en la Araucanía durante el siglo XIX. Revista Colombiana de Educación, 68, 293-309. https://doi.org/10.17227/01203916.68RCE293.309 [SJR Q3].

García-Cano, M., Márquez, E., &Antolínez, I. (2016). Una comunidad de aprendizaje desde el enfoque intercultural: Diálogos, emergencias y contradicciones en la práctica escolar. Educación XXI, 19(2), 251-271. https://doi.org/10.5944/EDUCXX1.16466 [JCR Q2].

Sánchez Delgado, P y García Medina, R. (2011). Organización de las aulas de enlace en la Comunidad de Madrid. Cultura & Educación, 23(1), 129-139. https://doi.org/10.1174/113564011794728614 [JCR Q3].

Goenechea, C.; García Fernández, J.A.,& Jiménez, R. A. (2011) Los dilemas de la atención educativa a los alumnos inmigrantes recién llegados. Estudio comparativo de los modelos andaluz y madrileño. Profesorado: Revista de Currículum y Formación del Profesorado, 15 (3), 263-278. [SJR Q2]

García, J.A.; Sánchez, P.; Moreno, I. y Goenechea, C. (2010) Estudio del sistema y funcionamiento de las aulas de enlace de la Comunidad de Madrid. De la normativa institucional a la realidad cotidiana. Revista de Educación, 352, 473 – 493. [JCR Q3]

Ortiz Cobo, M. (2008). Inmigración en las aulas: percepciones prejuiciosas de los docentes. Papers, Revista de Sociología. [SJR Q2]

Goenechea, C. (2008). ¿Es la formación del profesorado la clave de la educación intercultural? Revista Española de Pedagogía, 239,119-136. [JCR Q2]

Ortiz Cobo, M. (2006). La mediación intercultural en contextos escolares: reflexiones acerca de una etnografía escolar. Revista de Educación, 339, 563 – 594. [JCR Q3]