ABSTRACT

The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast – students and teachers – reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers’ beliefs and perceptions about coexistence.

摘要

本文强调，一些农村地区的社会不平等可能会严重影响学校共存。本研究是在一所西班牙乡村学校进行的，旨在了解哪些因素影响共存并产生排斥情况。参与者的观察和对比的不同声音——学生和老师——揭示了环境如何在一些最近在村里定居的家庭中产生了排斥的情况。此外，外来者不公平的社会经济状况，在学校通过惩罚性的共存模式合法化，将教师和学生变成结构性暴力的认可者，导致一些学生被排斥和孤立。连同民族志的价值，