The Chinese leadership has little doubt that achieving China’s dream of becoming the world’s largest economy in the foreseeable future needs an increase in both the quality of its human capital, understood as increasing the average educational level of the population, and improving the quality of academic training. Due to this, the Government has introduced measures in the educational system, such as educational and professional guidance to encourage individuals to choose a satisfactory and successful educational track with which they can reach the highest level of education they can possibly achieve and promote to sending student abroad. At this point, if we bring together being the top country in the world regarding out-going students, and the freedom of Chinese families to choose what, and where their children study abroad, important questions arise, such as, who actually has the chance to study abroad? For these reasons, it is useful to know what factors influence the decision-making of Chinese students in relation to their educational trajectory. Therefore, this special issue exists in the context of the rapid and contradictory social changes that are occurring in Chinese society and proposes that they can be analysed through the educational trajectories of Chinese students.

El presente grupo de ensayos que el lector tiene en sus manos es una muestra del resultado de los trabajos presentados en las III Jornadas Internacionales coordinadas por el Grupo de Investigación Reconocido (GIR) «Humanismo Eurasia» de la Universidad de Salamanca, celebradas el 27-28 de mayo de 2021, en el Aula Magna de la Facultad de Filología. Este Grupo de Investigación se creó para ejercer una doble reivindicación en el ámbito de los estudios de Asia Oriental. Por un lado, es un ejercicio de resistencia desde el ámbito de las «viejas» humanidades frente al imperio tecnocrático de la novedad, impuesta por la incorporación de las ciencias humanas al modelo rentabilista e hiperproductivo de la sociedad del conocimiento, y amparada en la visión de «progreso» y «actualidad» de los ingenieros sociales de la Unión Europea. Por otro lado, este Grupo de Investigación debe entenderse como un lugar de reivindicación de un utopismo: Eurasia. Fruto de esta orientación en la iniciativa académica están siendo las Jornadas Internacionales de Investigación e intercambio que gestiona este GIR. La estructura de este volumen monográfico es fiel reflejo de las unidades de investigación que configuran el Grupo. Respecto al tema escogido, la cultura del agua y sus vinculaciones con el ámbito de la mujer, es reconocido como uno de los grandes tropos en el estudio tanto antropológico como literario, en todo el ámbito eurasiático. Se trata en todos los casos de apuntes de investigación, que invitan a una reflexión de largo recorrido que apunta hacia la configuración del gran proyecto de una Eurasia transcultural, solo posible en el ámbito del trabajo académico, como semilla de un renovado imaginario.

The Chinese educational system operates on a chain relationship, where primary education acts as a gateway to better secondary education. This, in turn, increases the likelihood of attending a reputable high school, ultimately leading to a higher probability of gaining admission to a prestigious university. Consequently, primary schools, particularly key schools, represent a significant and influential market at the initial stage of the educational journey. The decision and selection process for a primary school are influenced by three types of capital: cultural capital, economic capital, and social capital. And in order to explore the predominant factors influencing access to a key primary school, this quantitative study has been conducted through questionnaires aimed at 1,082 Chinese students hailing from 21 universities across China. The findings of this study indicate that social capital, cultural capital and economic capital play pivotal roles in predicting access to a key primary school. In this sense, influential variables such as extracurricular activities, purchase housing, mother's education and social relationships have been identified. But it is important to note that both parents do not exert equal influence in this regard, with the mother emerging as the primary determining factor. In essence, the mother wields more influence than the father when it comes to selecting a primary school for their children.

This article focuses on how family backgrounds affect the choice to study Hispanic Philology in China. Specifically, our aim is to study the mediating effects of the motivation of choice, and the conditional indirect effect of parental values. The sample comprised 9,60 students at sixteen Liberal Arts Majors departments in twenty-one universities. To reach our goal, we combined four analytical methods, including: Principal Components analysis, Binary Logistic regression, Mediating Effects, and Moderation Effects. The results revealed that student choice was influenced by family backgrounds. Both intrinsic and extrinsic motivation play a partially mediating role, while parental values affect the strength and direction of that relationship as the moderating variable.

El concepto de Eurasia es hoy día un término controvertido. Utilizado principalmente como herramienta de confrontación de potencias emergentes como China y Rusia, que aspiran a configurar un frente político-cultural que frene la deriva hegemonista global del bloque atlantista en el que está incorporada la UE, desde el mundo académico nos proponemos contribuir igualmente a una labor intelectual de resistencia, no solo resiliencia, frente al hegemonismo académico anglosajón, heredero de la concepción colonial del continente asiático como un «otro» del «continente» europeo. El Grupo de Investigación Reconocido de la USAL «Humanismo Eurasia» (fundado en 2017) reivindica desde su creación unas humanidades enraizadas en el pensamiento autocrítico, tomando como punto de partida la recuperación de la memoria histórica de un macrocontinente fraccionado, pero que reclama ser dueño de su propio destino. Como propuesta de intervención académica, el presente volumen es el resultado de las iniciativas de trabajo presentadas en las II Jornadas de Investigación «Humanismo-Eurasia», celebradas en la USAL entre el 1 y el 15 abril 2020. Se divide en secciones que corresponden a los paneles de las Jornadas, y las contribuciones incorporadas han superado estándares de calidad. El centro de las propuestas es Asia Oriental, área de investigación a la que está adscrito el GIR. Es un pequeño paso en un gran proyecto.

The following dataset focuses on the educational well-being of adopted girls of Chinese origin in Spanish schools. Due to its characteristics, the presence of this group may generate complex interaction dynamics in school; particularly regarding bullying in school linked to factors such as the acceptance of others. These are dynamics, which may indeed condition the educational experience of this social group. Therefore, the aim of creating this dataset is to measure the educational well-being of children of Chinese origin adopted into transracial families in Spain. Although this research was justified by the lack of studies on this social group, we aimed to go one-step further, we also studied the correlation between this social group’s educational experience, and to what extent they show an interest in Chinese culture. As we have written before, we incorporated the concept of Well-Being and we worked with the following indicators: Satisfaction with Life, Social Life, and Bullying in School, Racial Bullying, Personal Identity and Interest in Chinese Culture. To achieve the objective set forth, we conducted a questionnaire. The final sample consisted of 268 individuals. The creation of this dataset provided us with information that can shed light on the relationship between adoption, race/ethnicity and the educational experience of adopted children of Chinese origin.

This work addresses the strategies of concealment of the condition of forced displaced boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victims themselves. To achieve the proposed goal, a qualitative methodological approach is adopted, as it is interesting to know how displaced girls and boys perceive the educational reality. A total of 26 interviews between open and semi-structured have been conducted. The sample has been composed of children, adolescents, parents, and professionals linked to the educational context. The technique of analysis followed is the theory based as an analysis technique. Specifically, we have followed an axial coding procedure defined by Strauss and Corbin. The conclusions show how meaningful each profile of respondents gives their action to silence the displaced person's condition. And how, these strategies paradoxically act as a mechanism of exclusion in the educational context.

The increasing diversity in schools as a result of international adoption has created new social challenges that need to be addressed. Beyond the learning of schools, the school is perceived as the ideal space for children and adolescents to develop skills and behaviours that allow them to live in society and it is considered a meeting point of different cultures. In the case of Spain, adopted Chinese children contributed to ethnic diversity in the classrooms, and the schools had to face this challenge. The main objective of this study is to know the social well-being of children adopted in the Republic of China who attend Secondary Education in Castilla y Leon since it presents itself as a group potentially exposed to the tensions that arise in heterogeneous groups in educational settings. Ten semi-structured interviews were conducted to meet the objective. The analytical strategy followed is based on well-founded theory. The results show that it is a group mocked for its Asian phenotypic features, but not for its adopted status.

The increasing diversity in schools as a result of international adoption has cre-ated new social challenges that need to be addressed. Beyond the learning processes of schools, the school is perceived as the ideal space for children and adolescents to develop skills and behaviours that allow them to live in society and it is considered a meeting point of different cultures. In the case of Spain, adopted Chinese children contributed to ethnic diversity in the classrooms, and the schools had to face this challenge. The main objective of this study is to know the social well-being of children adopted in the Republic of China who attend Secondary Education in Castile and Leon since it presents itself as a group potential¬ly exposed to the tensions that arise in heterogeneous groups in educational settings. Ten semi-structured interviews were conducted to meet the objective. The analytical strategy followed is based on well-founded theory. The results show that it is a group mocked for its Asian phenotypic features, but not for its adopted status.

Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 CONTACT WITH THE AUTHORS DAVID DONCEL ABAD. Correo: davidoncel@usal.es SILENCED DIVERSITY: THE ANONYMITY OF CHILDREN DISPLACED IN COLOMBIAN SCHOOLS DIVERSIDAD SILENCIADA: EL ANONIMATO DE LOS NIÑOS Y NIÑAS DESPLAZADOS EN LAS ESCUELAS COLOMBIANAS DIVERSIDADE SILENCIOSA: AS ANÔNIMAS DE CRIANÇAS DESLOCADAS NAS ESCOLAS COLOMBIANAS

The evolution of institutional recognition of co-official languages in Spain in the last four decades has generated a new set of hierarchical relationships amongst linguistic groups. These new relationships are based on the institutional recognition of the co-official language with regards to the sociolinguistic environment of each regional educative subsystem. Given the variety of bilingual educative systems in Spain, it is reasonable to investigate whether they work as expected or, in other words, whether they can generate a context of equal opportunities for the success of the different linguistic and identity groups. The goal of this paper is to shed some light on the effects of the regional bilingual subsystems, which are designed based on a collective identity, on academic perform. In this research, language spoken at home is for a proxy of collective identity. The methodological design consists of two parts: a) imputing missing values for the analysis variable and b) building a multilevel model. The results show that, in general terms, the symbolic and formative experience of the students is not affected by the language spoken at home if they use Spanish or one of the co-official languages. However, those who speak a foreign language at home tend to perform at a lower level compared to the other two groups in some regions like Balearics or Catalonia.

This work addresses the strategies of concealment of the condition of forced dis-placed boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victims themselves. To achieve the proposed goal, a qualitative methodological approach is adopted, as it is interesting to know how displaced girls and boys perceive the educational reality. A total of 26 interviews between open and semi-structured have been conducted. The sample has been composed of children, adolescents, parents, and professionals linked to the educational context. The technique of analysis followed is the theory based as an analysis technique. Specifically, we have followed an axial coding procedure defined by Strauss and Corbin. The conclusions show how meaningful each profile of respondents gives their action to silence the displaced person’s condition. And how, these strategies paradoxically act as a mechanism of exclusion in the educational context

espanolEl reconocimiento institucional de las lenguas cooficiales en las ultimas cuatro decadas ha generado nuevas relaciones jerarquicas entre los grupos linguisticos en el Estado Autonomico espanol, mediadas por el estatus otorgado a las lenguas cooficiales en los distintos subsistemas educativos y los usos de las propias lenguas por parte de la poblacion en cada territorio. La variabilidad de bilinguismos educativos acomodados a cada comunidad autonoma permite preguntar si todos ellos son efectivos. Es decir, si articulan un contexto de igualdad de oportunidades para el logro educativo de los diferentes grupos linguisticos e identitarios. El objetivo del presente trabajo consiste en aportar conocimiento sobre los efectos del aprendizaje de los distintos modelos de bilinguismo, organizados para promocionar una identidad colectiva, sobre el desempeno en tres competencias diferentes: matematicas, lectora y cientifica, y segun la lengua hablada en el hogar, entendida, a su vez, como indicador de identidad. Para ello se analiza el desempeno en dichas competencias segun PISA 2015 del alumnado teniendo en cuenta la lengua que ellos hablan en casa. La estrategia metodologica de este trabajo consta de dos fases: a) la imputacion de valores perdidos en las variables del analisis y b) la construccion de modelos multinivel con constante aleatoria. Los resultados muestran, por un lado, que la experiencia simbolica e instructiva que ofrece cada modelo linguistico no condiciona el desempeno de los estudiantes, cuya lengua hablada en casa es el castellano, aunque se dan algunas excepciones. Pero, por otro, si se encuentra asociada a un peor desempeno de la minoria de habla extranjera con relacion a los castellano-hablantes en varias comunidades como Islas Baleares, en el caso de las matematicas, o Cataluna, en el de ciencias. EnglishThe evolution of institutional recognition of co-official languages in Spain in the last four decades has generated a new set of hierarchical relationships amongst linguistic groups. These new relationships are based on the institutional recognition of the co-official language with regards to the sociolinguistic environment of each regional educative subsystem. Given the variety of bilingual educative systems in Spain, it is reasonable to investigate whether they work as expected or, in other words, whether they can generate a context of equal opportunities for the success of the different linguistic and identity groups. The goal of this paper is to shed some light on the effects of the regional bilingual subsystems, which are designed based on a collective identity, on academic attainment. In this research, language spoken at home is for a proxy of collective identity. The methodological design consists of two parts: a) imputing missing values for the analysis variable and b) building a multilevel model. The results show that, in general terms, the symbolic and formative experience of the students is not affected by the language spoken at home if they use Spanish or one of the co-official languages. However, those who speak a foreign language at home tend to perform at a lower level compared to the other two groups in some regions like Balearics or Catalonia.

One of the Government's priorities is to swap from an industrial economy and low salaries to one of Services and high salaries. For this, the government needs to increase the quality of Human Capital, understood as the increase in the average educational level of the population. An educational measure to achieve this goal is to enhance educational and vocational guidance. Orientation is conceived as a measure designed to optimize the adjustment between the education system and labor market. Although it is a measure present in the Chinese educational system before, it is not until 2012, when the government is committed to a model of Educational andProfessional Guidance focused on the developmentof the individual's career. The objective of thispaper is to analyze how educational transitionsare from one educational stage to another, andfrom one educational level to another, to knowthe problems and factors associated with droppedfrom school. Once detected the different typesof transition in the Chinese education system.We contrast it with the theoretical model ofeducational and professional guidance focusedon the development of the individual's vocationalcareer. At the methodological level, a review ofthe research and of the databases to be usedis carried out. Finally, the results show howdifferent itinerary models that Chinese studentstake according to their socio-educational profiledo not fit with the theoretical model of CareerEducation.

Resumen La combinación de un mercado de trabajo poco solidario con los jóvenes y la implantación de un modelo de orientación académica y profesional cada vez más propenso a resaltar la dimensión vocacional dibuja un contexto que arroja importantes interrogantes sobre cómo se conectan uno y otro. En consecuencia, se estima importante conocer cómo se percibe la relación entre ambos factores en el proceso de orientación vocacional de los estudiantes en el sistema educativo español. Para alcanzar este fin general se han fijado los siguientes sub-objetivos: analizar la imagen que se otorga al mercado laboral según contexto socioeducativo; comprender cómo se percibe la función de orientación académica y profesional según contexto socioeducativo; y elaborar una tipología de modelos de orientación Académica y Profesional según contexto socioeducativo. La técnica aplicada ha consistido en la entrevista orientada de manera inducida. El estilo analítico adoptado se centra en los casos. Se hace hincapié en la exposición e interpretación de los relatos caso a caso, siguiendo una doble lógica: una de análisis comparativo dentro de cada perfil o within case analysis y otra de análisis cruzado de casos pertenecientes a distintos perfiles o cross-case analysis . Se aplica un modelo interpretativo fundamentado en el Método Comparativo Constante, pues permite descubrir conceptos y relaciones y organizarlos en esquemas teóricos explicativos. Los resultados alcanzados permiten conjeturar que existen tres percepciones del mercado de trabajo extraídas de la relación de éste con el sistema educativo según contexto socioeducativo, y que están influyendo en el proceso de Orientación Académica y Profesional.

Parece consistente a ideia de que Espanha está a desenvolver uma economia do conhecimento, onde a posse individual do capital cultural o escolar ganha importância relativo frente o capital económico. Por outro lado, as políticas educativas de carácter igualitario levadas a cabo pelas administrações educativas, auspiciadas baixo o paraguas da última reforma educativa do ano 2006, fazem hincapié na universalización da escolaridad e no aumento do rendimento académico. Esta tendência, no caso de Espanha, supõe a incorporação dos sectores mais renuentes ao programa da instituição escolar. A convergencia destes elementos gera um contexto educativo onde só o aumento dos recursos para lutar contra a desigualdade não é suficiente para atingir as metas propostas.

Desde el paradigma teórico de las Representaciones Sociales se busca analizar los factores que forman parte del entramado de influencia sobre el campo de representación del profesorado, en torno a su figura como agente de socialización, con unas funciones sociales y educativas consideradas, por los sujetos estudiados, como de primer orden según su ética y código profesional. Los resultados nos acercan a una triada de influencia recíproca, transmisora de educación, conocimiento, actuando activamente en la socialización, constituida por tres agentes: La sociedad actual, caracterizada por un notable cambio social dinámico, las familias como agente en declive marcado por la incertidumbre y el profesorado con una función social y educativa ante la que debe responder en un complejo escenario, en el que los canales de información, educación e influencia reducen sus posibilidades de éxito.

From the theoretical paradigm of Social Representations searchs to analyze the factors that are part of the framework of influence on the field of representation of faculty, around his figure as an agent of socialization, with a social and educational functions considered by the subjects, as first order of their ethical and professional code. The results bring us closer to a triad of reciprocal influence, transmitting education, knowledge, actively acting on socialization, consisting of three influencers: Current society characterized by a remarkable dynamic social change, families as agent in decline marked by uncertainty and teachers with a social and educational function before which must respond in a complex scenario, in which the channels of information, education and influence reduce their chances of success.