摘要：This article deals with the debate regarding the intercultural contact theory. More specifically, it analyses the forms and meanings of intercultural contact experiences in the frame of adolescent geographies which are established in the school space. There are two basic components when looking at the articulations of adolescent geographies in schools: their relational maps (social networks) which are structured in the classroom and the playground, and their cultural maps (subcultures) which define senses of proximity and distance between individuals and groups. In order to assess the positions of immigrant and native students in the frame of the dialectics between both maps, an ethnographic work has been carried out in two secondary schools situated in different cities of the outskirts of Barcelona (Spain). The results suggest that the possibility that experiences of intercultural contact contribute towards diminishing the significance of mutually shared intercultural prejudices depends on the specific configuration of the adolescent geographies of reference.
其他摘要：This article deals with the debate regarding the intercultural contact theory. More specifically, it analyses the forms and meanings of intercultural contact experiences in the frame of adolescent geographies which are established in the school space. There are two basic components when looking at the articulations of adolescent geographies in schools: their relational maps (social networks) which are structured in the classroom and the playground, and their cultural maps (subcultures) which define senses of proximity and distance between individuals and groups. In order to assess the positions of immigrant and native students in the frame of the dialectics between both maps, an ethnographic work has been carried out in two secondary schools situated in different cities of the outskirts of Barcelona (Spain). The results suggest that the possibility that experiences of intercultural contact contribute towards diminishing the significance of mutually shared intercultural prejudices depends on the specific configuration of the adolescent geographies of reference.
