Inclusive cross-cultural education. The functions of social educators in educational institutions

Abstract

Cross-culturalism in schools, as a focus of the treatment and management of cultural diversity in educational institutions, requires measures at the pedagogical level which are based on a cross-cultural, egalitarian education, promoting socio-educational conditions that will make people aware of the cultural diversity which surrounds them and give equal rights to all persons. Coordination and collaboration between all of the agents who intervene in an educational institution which aims to bring about a transformation for the better and the inclusion of all persons should be conceived in a natural manner. In this regard, the paper focuses on the profile of social educators as essential figures in schools, and who have recently been recognized as professionals within the sphere of regulated education (Jimenez Jimenez, 2013). In short, they are professionals in those educational institutions whose aim is to create a transformative, renovative, innovative educational culture. The objective of this research is to ascertain the functions and competencies –individual and/or shared- performed by social educators in schools in Andalusia in order to intervene with ethnic minorities and in cross-cultural education, as one of their fields of action. Quantitative research methodology using surveys was employed to gather information by means of a questionnaire. According to the results of the study, the functions most frequently performed by social educators are as intermediaries between all of the members of the educational community in the quest to improve harmony in the school, and in questions related to the design, coordination, development and evaluation of socio-educational integration programs and projects.