A Coruña
Alcalá de Henares
El Puerto de Santa María
Esplugues de Llobregat
L’Hospitalet de Llobregat
Las Palmas de Gran Canaria
Palma de Mallorca

San Sebastián

Sant Cugat
Santiago de Compostela
Villafranca de los Barros
Villagarcía de Campos
The Jesuit NGO Migra Studium has launched the "Hospitalaris" campaign, with the aim of getting 100 families in Barcelona to welcome a migrant, asylum seeker or refugee, into their home for 3 months. During this time, the person receives practical support, job training and language classes from Migra Studium. This campaign is part of the work carried out by the Jesuit Migrant Service to promote the welcoming of migrants and refugees. As M. Carmen de la Fuente, director of the organization, explained, "Most people who come to our country flee from poverty, war and political persecution. They are not criminals. In the case of people who seek refuge, the most common thing is that their life was as normal as ours, until they had to flee. In many cases, when they arrive here, they are completely helpless and our experience shows  that a family environment comforts them and helps them to face the next steps more safely”. Migra Studium launched the hospitality network in 2017. Several foster homes received migrants or asylum seekers. During 2018, 20 families have already received 27 people in Barcelona, with the support of the team of Migra Studium and volunteers who accompany this process. This formula, which already works in other countries, has been a success: 90% of the people welcomed have found home and work; and all the families have valued the experience as very positive. More info:
CRISTIANISME I JUSTÍCIA is a study center, dedicated to reflecting on social and theological issues. Booklet number 169: Dismantling the hells In the face of the hells created by violence, oppression, and repression, the victims of injustice seem to have no other alternative than fight (action-reaction) or flight (silent submission). This booklet explores the “third way” of Jesus, which goes far beyond those two options. This “third way” is the path of active non-violence, a path that requires great lucidity, creativity, faith, and constancy. It comes out of a long biblical tradition, and it acquires special meaning in the context of our present-day society. Download the Booklet Joan Morera Perich, a Jesuit, earned his licentiate in Biblical Theology from the Gregorian Pontifical University of Rome, with a thesis that compares active nonviolence in the Suffering Servant of Isaiah with the active nonviolence of Jesus of Nazareth. He is the author of Diàleg de sords? Pedagogia per a reconciliar conflictes(Claret 2009) [Dialogue of the Deaf? Pedagogy for Reconciling Conflicts], and he is interested in assisting victims of conflicts, using the active nonviolence of the Kingdom.
The Universidad Pontificia Comillas will lead a research project for the European Union (EU), laying the foundations for a future common policy on the integration of immigrant children in the long term. The center responsible for the project will be the University Institute for Migration Studies ( IUEM or Instituto Universitario de Estudios sobre Migraciones), which can consider the awarding of such a project as the best possible gift to celebrate its 25th anniversary. It will be leading a research consortium composed of eleven partners from seven countries (Spain, Italy, Greece, Ireland, Belgium and Germany). The project, which has just kicked off, has a four-year span and a budget of three million euros. If there was someone happy with this great news, it was definitely Mercedes Fernández, who just completed her term as director of the Institute in September. "I have always been very involved in European affairs. We have been working for many years, and we have a team with a huge vocation for Europe that has always applied for these projects", she said.
The Jesuit school San Estanislao de Kostka in Salamanca is implementing multiple initiatives in all educational stages as a basis for a motivating, cooperative and meaningful education. This year they are using Classcraft, a tool based on a game where students embody different characters: magicians, warriors and healers, with unique properties and powers, designed for different types of students and customizable as the game progresses. Teachers, students and parents are connected. During the game, students improve, work together, and gain powers that give them real-life privileges. The master of the game agrees on different items for the students to get those prizes; work in a team, perform the agreed tasks, maintain an appropriate attitude, respect the turns to speak, answer well to the questions that are exposed during the class, find articles related to the unit, volunteer work... Thanks to their effort and cooperation will gain powers such as: change a question of an exam, deliver a task one day later, 5 extra minutes of recreation, change of place, listen to their music in class while doing homework... If their behavior is contrary, they will lose health points ... If their behavior is the opposite, they will lose health points.... And if their behavior is continuous... game over. Once they have lost the game, they will have to face a sentence in order to rejoin. All team members learn to consider the needs of others before acting in the game. Life, magic and powers will have to be donated so that no one falls into battle. In addition, the game allows parents to be given a code to enable them to set up their own account and see their child's progress. They can also play by giving them coins to change their character with the items they consider appropriate (e.g. to study voluntarily, help at home, make the bed...). These tools keep the school's students motivated, improving behavior and effort, and progressing in their abilities.
Next February the school SAFA ICET Malaga will launch a project that arises from the collaboration between the educational community and the collective STOKE Art graduates in Fine Arts. The aim is to make the educational space more welcoming, a work that will also reach neighbors and collectives in the neighborhood of Malaga El Palo. The value of the initiative lies in the involvement of students, teachers, neighbors and neighborhood collectives to carry out a learning service through art. All of them are stakeholders of the transformation of their environment and the creation of meeting spaces to  promote coexistence, culture, emotional education, motivation and empowerment. The project will contain interventions, both inside the center itself (nursery and primary school playgrounds, dining room, staircases), as well as in the external walls, which cover more than 2000 square meters. The work will be carried out over the next two years. Next month the school will organize different workshops with students and neighbors to make the templates and moulds for these murals. These workshops will be key to collect the contents and images that reflect the essence of the neighborhood and the work of the school through the collective imagination. STOKE Art aims to develop artistic projects on education, defense and dissemination of the arts in schools. They want to promote art among children in an enjoyable and close way using mural painting. In addition, the initiative has a marked Jesuit character, as the themes selected for the murals connect with the values of Ignatian teaching, love and sensitivity for nature, the game as a basis for learning (restoring traditional games in the courtyards), literature and the idiosyncrasy of one of the most traditional neighborhoods of Malaga.
Fifteen teachers from Fe y Alegría schools in Guatemala, Colombia and Ecuador visited Madrid in January together with eight Spanish classmates (from Madrid, Barcelona, Seville, Mallorca...). They were the participants of the First Course on Educational Innovation for Learning and Social Transformation. It is a initiative of Jesuit Education, Fe y Alegría, Alboan and Entreculturas, to improve the Jesuit response to the challenges of social transformation through education. It is an online course, with face-to-face formation. The first edition was in Spain. They visited Piquer, the Jesuit school in the Madrid neighborhood of Ventilla. They met first with Rafael Carbonell, president of the School Council of the Madrid Local Government and Gregorio Casado, coordinator of training and innovation of the Piquer school. Casado stressed the  complex context of Piquer and Ventilla. He also explained the well-known project of multitasking classrooms. The Jesuit NGO Entreculturas presented experiences using creative techniques such as InThinking/Lego. The teachers spent much of the morning building their own schools, their school innovation projects, their ideal school network model... with Lego. At the same time, they learned to use this technique to strengthen the dynamics of collaboration in the classroom. Throughout the week they also got to know other educational institutions. Javier Benjumea (Fe y Alegría Colombia) said that the most interesting is to advance in "how to work collaboratively and in a network, to share experiences and to know what the others are doing and how we can build an innovation model that serves in each center and that encourages others".  During the following week the teachers continued their visit to Barcelona to learn about the educational innovation experiences of the Horitzó 2020 Project with Jesüites Educació.