British universities in spain

REM Report part 4 – Intervention by Tomás Chacón

My why is “To connect curiosity with opportunities so that together we can stimulate positive change.” So, if you are curious, take a look at the international opportunities on my website; change starts here!

LeandroThe doubts you have when you want to study a degree in the UK can be many and varied. When I contacted Kathy, the treatment I received and the personalized attention I had from the first contact with her….

Iván10/10, Kathy is a lovely woman who has been looking after me so that I didn’t miss anything. She kept letting me know what I needed to do and helped me a lot in the whole selection process and thanks to her I…

BlancaI met Kathryn at an event in Madrid, thanks to her I can now say that I am going to study in Liverpool. My family and I cannot thank her enough for the help and advice she has given us, without a doubt….

AmaliaNUEVO In my daughter’s case it was a coincidence to start the paperwork to study in England, or destiny, as Kathy said at the time. I am convinced that if everything has gone well it has been, without a doubt, because of…


Islas Británicas – Politica y gobierno – 1660-1702 – Tesis doctorales; Religión – Catolicismo – Inglaterra – 1660-1702 – Tesis doctorales; Religión – Catolicismo – Irlanda – 1660-1702 – Tesis doctorales; Historia

La identificación de las Islas Británicas como “tierras de misión” responde a una propuesta historiográfica. Desde la perspectiva misionera, esta tesis analiza las directrices de la política confesional española en el espacio geoestratégico del norte de Europa. Entre 1660 y 1702, trata de mostrar cómo la praxis gubernamental del piadoso Carlos II se centró en la Misión Irlandesa y en la capilla de la embajada española en Londres. Este enfoque interpretativo explica la dualidad de la cuestión político-religiosa hispana que se desprende de las fuentes consultadas en diferentes archivos y bibliotecas europeas, así como de la bibliografía utilizada.

Durante los últimos años, los asuntos de Irlanda han experimentado una continua reinterpretación historiográfica desde la óptica de la Monarquía Española. Los vínculos históricos y religiosos quedaron fijados en la historia de la Edad Moderna por diferentes formas de servicio y lealtad: los colegios de nación en la península, la presencia militar irlandesa en el ejército del rey católico y los contactos comerciales entre ambos reinos. En esta dinámica de reciprocidad y apoyo permanente, la Misión Irlandesa representa uno de los principales pilares del modelo confesional articulado por la monarquía para conservar el catolicismo en esta isla.

CESTE University

We are experts in the world of international education (educational advising, publishing university guides, consulting for universities and organizations related to international education).

Making the decision to study abroad is not always easy and generates many doubts, but we can guarantee that with our in-depth knowledge of the university system and the application systems and application processes in the UK, everything becomes much easier.

We offer practical solutions and the support a student needs at every step of the application process from the moment you think about studying an undergraduate degree in the UK to your arrival at university.

When I told my parents about the fact that, in addition to taking care of the documentation and paperwork, they charged a minimal fee, they wondered if they were really going to help me for such a low price. But later they were able to verify that the treatment is excellent and the service is unbeatable, without having to pay large sums of money.

‘the edwardians and the making of a modern spanish’.

This article critically examines the experiences of racism of academics working in British universities. The conceptual framework on which it draws are critical race theory and postcolonial feminism. These theoretical perspectives are interwoven in order to present a series of images that document the various challenges and barriers encountered by British academics of color and diversity in higher education. The empirical basis of this work is qualitative, having conducted a series of in-depth, semi-structured interviews with academics of color and diversity, and who mostly work in the social sciences and humanities. The interviewees come from a wide range of racial, religious, and ethno-national backgrounds, and occupy different academic positions within the university structure. Through careful work on the empirical material, this text analyzes the effects of the structural and systemic nature of racism as experienced by the interviewees. The article focuses on three key themes, including microaggressions and institutional racism, teaching, and promotion and support.