Assigned to SINTE research group SGR-0819.

The purpose of DEHISI is to study the cultural diversity and the contexts of social exclusion in the development of people, as well as the design of projects and applications for social and educational intervention.

DEHISI focuses its work in four areas:

  • Action research in the field of minority development and identity construction in environments of social exclusion.
  • Design-based research for inclusive learning environments, developing communities of educational practices and intercultural education.
  • Promotion of University Service Learning (S-L) through the execution of teaching projects, the research and the design of institutionalization processes.
  • Studies and diagnosis of needs in the field of child welfare, child protection and the intervention with families.

Current activity

We are developing in 2021 the project Identification and analysis of family ties and social networks of young people who migrate alone, a collaborative research with INTRESS, with the support of the General Directorate of Care for Children and Adolescents (DGAIA, Generalitat de Catalunya) 

Since 1998, we have developed the Shere Rom Project, communities of practices for educational inclusion, in collaboration with gypsy and school entities. In the framework of the international xarxa UClinks, according to the model Fifth Dimension, design by Michael Cole and the seus collaborators of the University of California – San Diego. This project is in force with the support of the Barcelona City Council.

Omce finalized the project University training: analysis of the learning process and identity change through service-learning in communities of practice in contexts of exclusion, in collaboration with a team from UPO, we are working in the development of processes of Institutionalization of the S-L at different levels, debating his conceptual marc and completing qualitative estudies.

We are advancing in the research project about Inclusion and improvement of learning through educational contextualization. Advances in the approach of funds of knowledge and identity, in collaboration with teams from the UdG (coordinator), UAM and UPV, with funding from the Ministry of Economy and Competitiveness. You could do a first look thrhisough UAB Divulga. I have also published on the conceptual framework of the Fons de Coneixement i Identiat, an in-depth analysis of exemplary interventions and commissions for anti-racist education.

In the field work phase: COVID-19, social gap and educational change in schools in environments at risk of social exclusion. In the framework of various participatory research-action projects in courses of the health crisis, this project analyzes the impact of COVID-19 in school practice in socially vulnerable environments. Educational exclusion risk increases in those schools, but the study analyzes whether the schools face the situation of crisis with educational innovation, adapting to the new situation through personalization learning, the promotion of the participation of the families, the connection with the community network and the development of digital tools. The principles on which this research is based are exhibits at this Manifest

We support studies on child development in contexts of poverty and social exclusion, in the framework of social interventions, such as this one on the effects of housing precariousness.

Finally, we collaborate with a team from the URV (coordinator) in the project Narratives to combat Anti-Gypsyism: the voice of gypsies from an intersectional perspective.