Definition of the key terms: culture, diversity, identity, subjective logics of belonging, gender approach
Cultural diversity is an intrinsic feature of global societies. It presupposes the coexistence of social groups which are characterized by cultural specificities (e.g. linguistic, religious, ethnic) that participate in their (self- and hetero-) identification as a group. It also presupposes a sense of belonging and recognition of the "other" as one of "us". In the analysis of the processes of inclusion of immigrant persons it is necessary to recognize and legitimate the different cultures, to critically analyse the existence of possible tensions in their encounters and interactions. Managing and resolving these tensions in a constructive way with a focus on human rights.
The concept of inclusion is complex and polysemic. It is important to stress that inclusion and integration are not synonymous. Integration is thought of from the receiving/receiving party (not from the arriving party). If the receiving society is monocultural, it will want to smooth out/correct the edges and cultural diversities. If the receiving society is plural, it is potentially more inclusive, making itself available to transform itself and welcome in itself all diversities without concerns of cultural uniformity (Vieira and Araújo, 2018). In migratory phenomena, immigrant integration processes are referred to as the expression of the normative burden exerted by States and other institutions in host countries. It presupposes a set of values that characterizes the host society to which immigrants have to adapt. Inclusion goes beyond integration, it foresees an approach that responds to the diversity of needs of the person to be included, favoring cultural practices and community activities that promote involvement, reduce marginalization, and provides social transformation. In the educational field there is an intense reflection on the difference between these concepts. In the Salamanca Statement (UNESCO, 1994), it is reiterated that every student has a constitutional right to learning and access to quality education. Education should consider the diversity of children's characteristics and needs. With regard to cultural diversity, as referred by Cárdenas-Rodríguez and Terrón-Caro (2021) “intercultural education seeks out exchange, interaction, and a shared project that everyone can contribute to” (p.9).
In this process it is important to reflect on the feeling of belonging. It is a subjective experience of recognizing oneself as part of a certain social group. It is built on the perception of otherness and depends on how one is recognized by the group as a constituent element. It involves a dynamic between feelings of belonging to the culture and community of origin and feelings of belonging to the culture of the host country. Identity cannot be seen as fixed and unchanging, as it involves permeability to a set of factors that are individual, contextual and situational. The analysis of this concept from a gender perspective is essential to understand the differences in access to resources, services and rights and the consequences of these differences for the adaptation or exclusion processes" (Neves, Nogueira, Topa, & Silva, 2016).
In short, gender issues and learning result from socialization processes that occur in culturally situated contexts and, for this reason, should be treated holistically, with respect for human rights, and understanding the dynamics arising from the processes of multiple penalties and discriminations, to which mainly immigrant women are subjected.