In this paper, we examine how schools in Catalonia (Spain) are responding to the needs of migrant students by challenging the limitations of the curriculum. The paper presents some of the findings of an ongoing project titled Migrant Children and Communities in a Transforming Europe (MiCREATE). It is based on 31 semi-structured interviews and 6 focus groups conducted with 78 participants (teachers, school representatives, and community members such as child psychologists, social workers, and other collaborators) from six state primary and secondary schools in Catalonia (Spain). Analysis of the interviews showed that Spain still has a monolithic conception of the curriculum, with Eurocentrism and ethnocentrism at its core. Nonetheless, school staff are producing pedagogical practices that challenge this position in order to respond to the needs of migrant students. We argue that it is necessary to consider other frames of reference such as critical interculturality, decolonial perspectives, and critical cosmopolitanisms in order to create collective and multiple experiences of belonging that go beyond the dominant cultural identity.

中文翻译：

---

超越西班牙学校的民族中心主义观点：重新思考包容性、课程和主体性

在本文中，我们研究了加泰罗尼亚（西班牙）的学校如何通过挑战课程限制来满足移民学生的需求。本文介绍了一个正在进行的名为“转型中的欧洲移民儿童和社区”(MiCREATE) 的项目的一些发现。它基于对来自加泰罗尼亚（西班牙）六所公立中小学的 78 名参与者（教师、学校代表和社区成员，如儿童心理学家、社会工作者和其他合作者）进行的 31 次半结构化访谈和 6 个焦点小组. 对访谈的分析表明，西班牙的课程概念仍然单一，其核心是欧洲中心主义和民族中心主义。尽管如此，学校工作人员正在制定挑战这一立场的教学实践，以满足移民学生的需求。我们认为，有必要考虑其他参考框架，例如批判性跨文化性、非殖民主义观点和批判性世界主义，以创造超越主流文化身份的集体和多重归属体验。