What Should We Celebrate: Father's Day, Mother's Day or Family Day? A Case Study on School Practices and the Educational Community's Perception of the Inclusion of Family Diversity in Spain

Autor/in	Rodríguez-Mena, José Antonio
Titel	What Should We Celebrate: Father's Day, Mother's Day or Family Day? A Case Study on School Practices and the Educational Community's Perception of the Inclusion of Family Diversity in Spain
Quelle	In: Journal of LGBT Youth, 17 (2020) 2, S.129-148 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2019.1615595
Schlagwörter	Family Structure; Diversity; Early Childhood Education; Elementary Education; Homosexuality; Parents; Foreign Countries; Educational Policy; Educational Environment; Social Attitudes; Family School Relationship; Family Involvement; Teacher Attitudes; Social Bias; Consciousness Raising; Spain + Suchen Sie Ihr Suchwort? Familienkonstellation; Familiensystem; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Homosexualität; Eltern; Ausland; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social attidude; Soziale Einstellung; Lehrerverhalten; Bewusstseinsbildung; Spanien
Abstract	In this article, we present a study describing the factors, which favor and hinder school intervention in family diversity. In a case study-based qualitative approach, we examined a public ECE (Early Childhood Education) and primary school in the province of Huelva (Spain) with homoparental families forming part of the educational community. The results achieved afford in-depth knowledge of the treatment dispensed to the new family models by educational organizations. The data obtained reveal the need to create a far-reaching debate within the school community and propose actions in educational policy, in order to advance towards recognition of the changes taking place in Spain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01