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Este trabajo se remonta a 2014, el último curso del grado de Antropología Social, cuando se me otorga una beca de investigación (beca de colaboración), financiada por el Ministerio de Ecuación. La finalidad era participar en una investigación en proceso. Este proyecto I+D+i denominado: "Construyendo diferencias en la escuela. Estudios de la trayectoria de las ATAL en Andalucía, de su profesorado y de su alumnado" se estaba llevando a cabo desde el Instituto de Migraciones de la Universidad de Granada junto a otras universidades andaluzas. ; La presente tesis doctoral tiene como finalidad construir conocimiento sobre la gestión de la diversidad cultural y la construcción de la diferencia en el sistema educativo. Para ello, ha sido necesario analizar y contrastar los ámbitos que conforman el contexto escolar: el ámbito normativo, el ámbito político y el terreno escolar. En este trabajo se parte de la construcción social de diversidad en relación a los procesos de diferenciación, alteridad e identificación. Se defiende que la diversidad está instaurada en la sociedad (Carrithers, 2010), es construida según lo considerado en la norma (Calderón, 2012; Feito, 2009; Foulcault, 2014) y las relaciones de poder (Hall, 2003). Sin embargo, a partir de la construcción social del concepto de diversidad se llevan a cabo procesos de otredad (Dumbar, 1998; Izaola, 2017). Todo aquel grupo que se salga de la norma establecida será construido como un diferente; influyendo en la identificación de cada uno de los sujetos (Brubaker y Cooper, 2001; Bauman, 2005; Besalú, 2011). Esta situación queda representada a partir del imaginario que rodea a: emigrante, inmigrante, extranjero, refugiado y "MENA". Estas categorías sociales se han estudiado en los diferentes ámbitos con el objetivo de analizar la influencia y la relación entre ellos. El contexto actual ha permitido replantear estas cuestiones y arrojar nuevas líneas de investigación. En las dos últimas décadas ha predominado un aumento de la inmigración dentro del contexto español y europeo; al igual que se ha caracterizado por un cambio constante en el panorama político. Esta situación ha dado lugar a una mayor presencia de alumnado de nacionalidad extranjera dentro del contexto educativo y a la creación de nuevas medidas para gestionar la diversidad cultural que se le asocia a este alumnado. Sin embargo, independientemente del partido político instaurado en el poder, las lógicas escolares se han ido manteniendo, así como la construcción de la diferencia hacia el alumnado considerado "inmigrante". Este panorama ha permitido comprender la realidad social que nos encontramos, cuestionando la relación e influencia de los diferentes contextos y planteando el objetivo general de esta investigación: identificar y analizar los elementos de alterización que se llevan a cabo en el sistema educativo en torno a la diversidad cultural. Para abarcar dicho objetivo se ha utilizado una metodología cualitativa, caracterizada por el método etnográfico, el análisis crítico del discurso y por otorgarle voz a los agentes partícipes de este contexto. Los resultados producidos han sido presentados a partir de siete publicaciones en revistas y editoriales de impacto, que han sido estructuradas en función de las temáticas abordadas. Se parte del análisis de la gestión de la diversidad cultural en el ámbito europeo con el objetivo de contextualizar la investigación. A continuación, se ha desarrollado cómo se gestiona la diversidad cultural en el ámbito educativo y, por último, la influencia que dicha gestión ejerce en el imaginario social y en la identificación de cada uno de los sujetos. Se ha observado que en los diferentes ámbitos predomina un discurso alarmista que está unido a políticas restrictivas que contribuyen al desconocimiento del alumnado y que influye en la identificación de cada uno de ellos. Por ello, es necesario tener presente el poder que tienen los discursos, las normativas y las políticas dirigidas hacia estos jóvenes. A partir de este trabajo se defiende la reivindicación del diálogo (Pinillo Díaz, 1997), estableciendo medidas que permitan la unión y el conocimiento real de todos los individuos. ; The purpose of this doctoral thesis is to build knowledge about the management of cultural diversity and the construction of difference in the educational system. For that, it has been necessary to analyze and contrast the areas that compose the school context: normative area, political area and the school field. In this research, the social construction of diversity is understood in relation to the processes of differentiation, otherness and identification. It is argued that diversity is established in society (Carrithers, 2010), it is constructed according to what is considered the norm (Calderón, 2012; Feito, 2009; Foulcault, 2014) and power relations (Hall, 2003). However, from the social construction of the concept of diversity, otherness processes are carried out (Dumbar, 1998; Izaola, 2017). The group that deviates from the established norm will be constructed as a different one; influencing the identification of each of the subjects (Brubaker and Cooper, 2001; Bauman, 2005; Besalú, 2011). This situation is represented from the imaginary that surrounds emigrant, immigrant, foreigner, refugee, and "MENA". These social categories have been studied in different context, with the aim of analyzing the influence and the relationship between them. The current context has allowed to rethink these questions and open up new opportunities of research. In the last two decades an increase in immigration has prevailed within the Spanish and European context; just as it has been characterized by a constant change in the political landscape. This situation has led to a greater presence of students of foreign nationality within the educational context and the creation of new measures to manage the cultural diversity associated with these students. However, regardless of the political party in power, the school logic has been maintained, as well as the construction of the difference for immigrant students. This panorama has allowed us to understand the social reality that we find ourselves, to question the relationship and influence of the different contexts and to rethink the general objective of this research: to identify and analyze the elements of otherness that are carried out in the educational system around the cultural diversity. To encompass this objective, a qualitative methodology has been used, it has been characterized by the ethnographic method, the critical analysis of the discourse and by giving voice to the agents participating in this context. The results produced have been presented from seven publications in high-impact magazines and editorials, which have been structured according to the topics discussed. It starts from the analysis of the management of cultural diversity in Europe with the aim of contextualizing the research. Then, it has been developed how cultural diversity is managed in the educational field and, finally, the influence that such management exerts on the social imaginary and on the identification of each of the subjects. In this research it has been observed that in the different areas an alarmist discourse prevails that is linked to restrictive policies that contribute to the ignorance of the students and that influences the identification of each one of them. Therefore, it is necessary to bear in mind the power of discourses, regulations and policies directed towards these young people. From this study the vindication of dialogue is defended (Pinillo Díaz, 1997), establishing measures that allow the union and real knowledge of all individuals. ; Tesis Univ. Granada. ; Ministerio de Ecuación "Construyendo diferencias en la escuela. Estudios de la trayectoria de las ATAL en Andalucía, de su profesorado y de su alumnado"

Migrations are a global phenomenon that has prevailed throughout history. In the last decades there is a need to control every person who enters and leaves the borders of a country. This fact can be observed in the European Union where in the last years the migratory phenomenon is appreciated as a problem. This institution carries out different measures in order to manage this diversity within its borders. However, these agreements are not adapted to the different contexts and are not carried out by all the countries that compose this institution. In spite of all this, the discourse used by the European Union promotes the European identity in front of the rest, differentiating those considered others. These others are differentiated primarily by their nationality although from the discourse analysis can be observed as the economic factor is essential. These themes will be studied in this paper, which will allow us to understand what treaties have been established in the European Union regarding migration and how diversity is managed from them.

Migrations are a global phenomenon that has prevailed throughout history. In the last decades there is a need to control every person who enters and leaves the borders of a country. This fact can be observed in the European Union where in the last years the migratory phenomenon is appreciated as a problem. This institution carries out different measures in order to manage this diversity within its borders. However, these agreements are not adapted to the different contexts and are not carried out by all the countries that compose this institution. In spite of all this, the discourse used by the European Union promotes the European identity in front of the rest, differentiating those considered others. These others are differentiated primarily by their nationality although from the discourse analysis can be observed as the economic factor is essential. These themes will be studied in this paper, which will allow us to understand what treaties have been established in the European Union regarding migration and how diversity is managed from them.

Migrations are a global phenomenon that has prevailed throughout history. In the last decades there is a need to control every person who enters and leaves the borders of a country. This fact can be observed in the European Union where in the last years the migratory phenomenon is appreciated as a problem. This institution carries out different measures in order to manage this diversity within its borders. However, these agreements are not adapted to the different contexts and are not carried out by all the countries that compose this institution. In spite of all this, the discourse used by the European Union promotes the European identity in front of the rest, differentiating those considered others. These others are differentiated primarily by their nationality although from the discourse analysis can be observed as the economic factor is essential. These themes will be studied in this paper, which will allow us to understand what treaties have been established in the European Union regarding migration and how diversity is managed from them.

Systemic inequities increase the risk of material hardships, including food insecurity, among immigrant households. Informed by 33 qualitative interviews with Latina/o/x undergraduate students who are undocumented or U.S. citizens with undocumented parents, we examine their experiences of food insecurity in their day-to-day lives. We find a food insecurity pipeline as students' experiences of food insecurity begin early in childhood in their homes and continue in their adulthood on their college campuses. Food insecurity has implications for their well-being, and they rely on their strengths and networks to survive food insecurity. The study has implications for immigration policy, practice, and higher education institutions serving this vulnerable population.