Transnational Homemaking Practices: Identity, Belonging and Informal Learning

Sandu, Adriana

doi:10.1080/14782804.2013.865379

Cited by 25 publications

(14 citation statements)

References 36 publications

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“…Avec un engagement en faveur du genre et de la justice urbaine, l'approche analytique et méthodologique de l'article contribue à la reconnaissance des efforts des femmes dans la lutte pour le logement au Chili. La vivienda afecta a las mujeres de manera sustantiva no solo por el menor acceso que tienen a la propiedad privada (Deere y León, 2014;Rolnik, 2012), sino, también, porque las condiciones de la vivienda determinan muchas de las actividades diarias, tales como las tareas de cuidado (Segovia, 2017), el tiempo y los recursos necesarios para hacer las labores del hogar, y el espacio para tareas productivas (Scuro y Vaca-Trigo, 2017). Las características de la vivienda también pueden generar condiciones de mayor riesgo frente a violencia de género (Sweet y Ortiz Escalante, 2015).…”

Section: Résuméunclassified

Prácticas de hacer hogar en asentamientos informales de Viña del Mar, Chile

Ossul-Vermehren

2021

Bitácora Urbano Territorial

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Las prácticas de hacer hogar tales como cocinar, construir y conectarse informalmente a los servicios son parte fundamental de la vida cotidiana de las mujeres en los asentamientos informales en Viña del Mar, Chile. Las prácticas y discursos de las mujeres en torno al ‘hogar’, sin embargo, son un tema poco investigado que puede proporcionar información valiosa para analizar las relaciones de género en la producción socioespacial del hábitat informal. A través de una aproximación etnográfica, con métodos visuales y participativos, el artículo presenta datos empíricos producidos en los dos asentamientos informales más grandes de Chile. Los resultados muestran como las prácticas no son solo estrategias de supervivencia, sino que son intrínsecamente políticas. El artículo aporta un marco analítico tridimensional que clasifica las prácticas de hacer el hogar en prácticas de construcción, mantención y planeación del hogar. Con un compromiso con la justicia de género y urbana, el enfoque analítico y metodológico del artículo contribuye al reconocimiento del esfuerzo de las mujeres en la lucha por la vivienda en Chile.

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Section: Résuméunclassified

Prácticas de hacer hogar en asentamientos informales de Viña del Mar, Chile

Ossul-Vermehren

2021

Bitácora Urbano Territorial

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“…Another type of belonging is related to identity studies (Conde, 2011;Krzyzanowski & Wodak, 2008;Said, 2018;Stets & Burke, 2000). This type of belonging has been researched with reference to nationhood and transnationalism (Baquedano-Lopez & Mangual Figueroa, 2011;Erdal & Oeppen, 2013) and in relation to politics of belonging (Morrice, 2017;Sandu, 2013;Sicakkan & Lithman, 2005;Youkhana, 2015;Yuval-Davis, 2006). Again, I considered these concepts but I felt that neither concept was suitable to adequately explain the 'feeling' of belonging in relation to participants' social interactions in the community where those interactions took place.…”

Section: Belonging As a Way Of Conceptualising 'Being Integrated'mentioning

confidence: 99%

Belonging: A Study of the Relationship Between Migrant Women’s Social Interactions and Their Perception of Their Own Integration

Graham-Brown¹

2021

Educational Linguistics

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Belonging: A study of the relationship between migrant women's social interactions and their perception of their own integration. Migrant women settling in the UK face multiple barriers to integration. This qualitative study explored the experiences of six newly arrived migrant women who attended community ESOL classes (English for Speakers of Other Languages), focusing on the women's social interactions in English, the places in which social interactions took place and their sense of belonging. Belonging is defined as feeling at ease with oneself and one's surroundings (Miller, 2003). Data was gathered over one and a half years, using narrative interviews and oral diaries, and analysed using thematic and classic content analysis methods. The study concluded that women's social interactions took place in four main spheres: local community, public services, work and home. Data demonstrated that social interactions in English affected women's feelings of belonging from four aspects: material, relational, cultural and temporal. Findings indicated that social interactions supported women to build trust in people who were different to them and to learn cultural knowledge, practices and acceptable behaviours not formally taught in their ESOL sessions, which supported participants to gain access and to feel at ease in unfamiliar spheres. This study will help teachers to recognise the contribution of social interactions to their students' language development and integration; policy-makers to plan for future ESOL and integration programme development and funding; and assist organisations in designing more effective community ESOL programmes. Recommendations include for practitioners to plan for activities to support social interactions outside the classroom, to consider the importance of digital skills in enabling ESOL learners to participate in online social interactions, and a more joined-up approach with public service organisations to support staff in those roles to understand how to best support migrant clients who are learning English.

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“…Through the daily use of ICTs, these migrants created learning spaces that enabled them to share know-how needed in their transnational lives. Concerning migrant families, Sandu (2013) showed how everyday practices, such as cooking and gardening, provided opportunities for informal learning. Both these studies connected informal learning to the engagement in shared, social practices.…”

Section: Introductionmentioning

confidence: 99%

Migrants’ Informal Learning and Education in Transnational Family Space: <i>The Experiences of People Migrating between Estonia and Finland</i>

Alenius

2018

Nordic Journal of Migration Research

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This study investigates informal learning processes and informal education in the transnational family space. Informal learning is examined through the theoretical lenses of situated learning that draws attention to how people learn through engaging regularly in shared, socially situated practices. The data consist of 98 interviews with people who have migrated from Estonia to Finland or who are transmigrating between these countries. While there is a large body of research on migrants' transnational activities in social, economic and political spheres, only a few studies have explored their border-crossing engagements from the learning perspective. The results show that families and kinship networks provide informal learning environments for mobile and nonmobile people. The key social learning processes in the transnational family space include constructing ethno-national identities through shared social practices, adopting sociocultural traditions and transnational brokering of conceptions and practices. Informal education is connected to passing cultural traditions and stimulating language learning of children.

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Transnational Homemaking Practices: Identity, Belonging and Informal Learning

Cited by 25 publications

References 36 publications

Prácticas de hacer hogar en asentamientos informales de Viña del Mar, Chile

Prácticas de hacer hogar en asentamientos informales de Viña del Mar, Chile

Belonging: A Study of the Relationship Between Migrant Women’s Social Interactions and Their Perception of Their Own Integration

Migrants’ Informal Learning and Education in Transnational Family Space: <i>The Experiences of People Migrating between Estonia and Finland</i>

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