Dibujando la (in)movilidad

Faus, Miquel Martorell

doi:10.5209/soci.70685

Cited by 3 publications

(1 citation statement)

References 34 publications

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“…It is through mobility, understood as a form of capital, that cultural and social distinctions are created [35,41]. However, many authors have already explored the problems with drawing a correlation between geographic mobility and social mobility [42,43].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Learning to Leave and to Return: Mobility, Place, and Sense of Belonging amongst Young People Growing up in Border and Rural Regions of Mainland Portugal

Silva

González

et al. 2021

Sustainability

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This article examines how mobility is incorporated into the lives of young people growing up in rural border regions of continental Portugal. It also explores how municipalities are dealing with the contemporary imperative of mobility and its consequences. Young people from these regions are affected by decisions to leave to continue studying in higher education, or to find a job. Combined, these lead to an outward migration trend and thus loss of human capital. This paper is based on a multi-method research project carried out in the border regions and involves young people and other stakeholders from 38 municipalities. The data were selected from a questionnaire completed by young people (9th–12th grade; n = 3968), 38 semi-structured interviews with local policymakers, 50 biographical interviews, and 5 focus groups with young people. Results indicate that although most young people aspire to further education and do not fear leaving their region, they nonetheless tend to integrate the necessity to be mobile into their biographies. Hence, they do not associate it with displacement or as being tantamount to abandoning their region, and to which some of them want to return. We consider that in parallel with learning to leave local sentiments, policies, and actions are emerging towards coalescing a trend of learning to stay and returning. We propose an interpretation of this tendency as indicative of new understandings around these peripheral territories and which are shaped by young people’s experience of reconciling a sense of belonging to place and any associated mobilities.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Learning to Leave and to Return: Mobility, Place, and Sense of Belonging amongst Young People Growing up in Border and Rural Regions of Mainland Portugal

Silva

González

et al. 2021

Sustainability

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A través del dibujo. Miradas sobre la actividad escolar en la pandemia

Hernández Solís,

García Lara,

Hernández Solís

et al. 2023

Rev. infanc. adolesc.

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El estudio examina la actividad escolar ante la emergencia sanitaria por COVID-19 en alumnos de nivel primaria de escuelas urbanas y rurales de Chiapas, México. La investigación es de tipo cualitativa, llevada a cabo a partir de dibujos y escritos elaborados por los alumnos, lo que se complementa con entrevistas. El análisis posibilitó la configuración de tres bloques temáticos: Antes y después. De experiencias cotidianas a deseos atrapados por el confinamiento, que profundiza en la vivencia escolar, previa y posterior al inicio de la pandemia; Virtualidad y presencialidad escolar y social, que indaga en la representación de las clases a partir del uso de dispositivos tecnológicos y las asesorías; y, La esperanza en el otro mediante el juego y la convivencia, presenta el sentido que mantiene la espera de las clases presenciales. Se presentan diferencias entre los alumnos de zonas urbanas, en que se hacen más evidentes los cambios en la actividad escolar y cotidiana a partir de la pandemia, la falta de convivencia y sentimientos de afectación, mientras que en aquellos de zonas rurales o indígenas, la vida diaria no ha cambiado en gran medida, a excepción de las clases presenciales.

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“Aquella escola era casa meva”: Mobilitat de l’alumnat i acollida des de l’experiència infantil

Faus

2022

Quaderns ICA

Self Cite

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L’“acollida” en l’àmbit escolar català s’ha relacionat tradicionalment amb les migracions internacionals. Tanmateix, els canvis sociodemogràfics dels últims anys han generat nous patrons de mobilitat residencial i escolar, que afecten infants tant nacionals com d’origen estranger. Aquest article explora etnogràficament la realitat de l’acollida en escoles d’Educació Primària de Catalunya a partir del fenomen de la mobilitat escolar. L’article se centra en les experiències en primera persona de l’alumnat de nova incorporació, documentades a través d’una etnografia escolar comparativa en dues escoles públiques de la regió metropolitana de Barcelona. Per una banda, s’explora la manera com aquests nens i nenes perceben els dispositius designats oficialment a acollir. Per l’altra, s’analitzen les relacions i interaccions desplegades amb la seva arribada al centre, interpretades com a pràctiques informals d’acollida. Això permet evidenciar la importància de les xarxes relacionals dins del grup d’iguals i contribuir a l’estudi de la sociabilitat infantil en moments de transició.

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Dibujando la (in)movilidad

Cited by 3 publications

References 34 publications

Learning to Leave and to Return: Mobility, Place, and Sense of Belonging amongst Young People Growing up in Border and Rural Regions of Mainland Portugal

Learning to Leave and to Return: Mobility, Place, and Sense of Belonging amongst Young People Growing up in Border and Rural Regions of Mainland Portugal

A través del dibujo. Miradas sobre la actividad escolar en la pandemia

“Aquella escola era casa meva”: Mobilitat de l’alumnat i acollida des de l’experiència infantil

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