Displacing Enigma and Shaping Communal Hegemony – Towards the Analysis of Violent Experience as Social Process

Rønsbo, Henrik

doi:10.1007/s10624-006-9001-6

Cited by 4 publications

(2 citation statements)

References 7 publications

(6 reference statements)

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“…En tal caso, lo importante reside en la manera como se aborda la experiencia; es sin duda una cuestión metodológica. En este sentido, Ronsbo (2006) argumenta que las formas de manifestación de la experiencia no siempre pueden ser las más evidentes. Para el autor, la relevancia de la experiencia consiste en las formas de desplazamiento de esas experiencias en acciones discursivas o performativas, individuales y colectivas.…”

Section: Gabriel Vázquez Dzulunclassified

Agentes del aprendizaje. Docentes en el proceso educativo para la retención positiva

Dzul¹

2015

cpue

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Como parte de las actividades de investigación educativa realizados en la Universidad de Quintana Roo, se diseñó y ejecutó un curso-taller con el propósito de involucrar a los profesores en los procesos de investigación en el aula para obtener elementos para la retención escolar. Este escrito tiene como objetivo mostrar el proceso reflexivo del docente, en tanto agente del aprendizaje, sobre su implicación en la trayectoria escolar y sobre sus alcances en la retención positiva universitaria que emergió durante y posterior al taller. El curso-taller, elaborado en dos de las tres unidades académicas, constó de tres aspectos: a) la ubicación del papel del profesor en la vida escolar del universitario, b) la aplicación de un ensayo de acción tutorial grupal y c) la propuesta y ejecución de estrategias remediales y/o de canalización en orden de mejorar aspectos académicos y fomentar la retención. A partir de este ejercicio, se establecieron mecanismos de acciones tutoriales alternativas pensados desde la práctica docente.AbstractAs part of the activities of educational research conducted at the Universidad de Quintana Roo, there was designed and executed a teachers’ training course with the purpose of involving them into research processes inside the classroom in order to improve school retention. This paper aims to show the teachers self-reflexive process, as learning-teaching agents, about their influence over students’ school life and their possibilities to achieve positive retention that emerged during and after the activities of the course. This course, developed in two of the three academic units of the University, addressed three aspects: a) teachers’ role within the school life of the university and the students, b) to fulfill a sort of tutorial actions towards a school group, and c) to propose and accomplish remedial strategies by improving academic performance and encourage retention. From this exercise, teachers developed alternative mechanisms of tutorial actions thought-out from teaching practice.Recibido: 07 de marzo de 2014Aceptado: 29 de agosto de 2014

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Section: Gabriel Vázquez Dzulunclassified

Agentes del aprendizaje. Docentes en el proceso educativo para la retención positiva

Dzul¹

2015

cpue

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“…Antonio was part of the delegation sent to the army base in Tarma town to negotiate permission to form a ronda campesina (peasant militia). The ronda was in full swing when I went back to Maco in the mid-1990s (Ronsbo 2006). Every night the ronda patrolled the perimeter of the settlement, guns in hand.…”

Section: Living Identity Violence and Security: A Rural Teacher's Acmentioning

confidence: 99%

Violence, Identity and (In)security: Experiencing the Maoist Insurgency in Peru

Wilson¹

2009

IDS Bulletin

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This article argues that the position of political violence in developing countries has changed in the post‐Cold War period, from being seen (by some) as a legitimate response to dictatorship to become associated with criminality and delinquency on the one hand and terrorism on the other. This provides a new context for ‘identity politics’, the definition of which has tended to become narrower and in practice more restrictive, leading to a hardening of ‘community’ boundaries. Taking the Maoist insurgency in Peru as a case study, the article enquires how identity, violence and security have been lived and understood by people in the Andean region. At the centre is an emblematic narrative of an indigenous schoolteacher who explores connections between his experiences of Peru's agrarian and education reforms, early support and later rejection of political violence, and the way his community envisioned and practised security in response.

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A republic of remedies:Psychosocial interventions in post-conflict Guatemala

Rønsbo¹

2015

The Clinic and the Court

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Displacing Enigma and Shaping Communal Hegemony – Towards the Analysis of Violent Experience as Social Process

Cited by 4 publications

References 7 publications

Agentes del aprendizaje. Docentes en el proceso educativo para la retención positiva

Agentes del aprendizaje. Docentes en el proceso educativo para la retención positiva

Violence, Identity and (In)security: Experiencing the Maoist Insurgency in Peru

A republic of remedies:Psychosocial interventions in post-conflict Guatemala

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