Cuando la nación queda lejos fronteras cotidianas en el paso Lago Verde (Aysén-chile) - Aldea Las Pampas (Chubut-Argentina)

Se busca reflexionar en torno a los procesos de colonialidad con que la nación va fijando el sentido de los espacios fronterizos y en cómo, en forma paralela y en diálogo a esa narración de escala nacional se desenvuelve un mundo cotidiano que muchas veces queda lejos de lo que es p royectado por la nación para esas particulares zonas. A través del caso de la zona fronteriza de Lago Verde-Las Pampas (Chile-Argentina) y de la presencia de una familia que ocupa desde “antes de la nación” toda el área fronteriza, ponemos en consideración “el despliegue de la experiencia del habitar”, es decir, aquella “histo- ricidad existencial” de los lugares o “estructura de la experiencia del territorio” que, en el fondo, restituye y p royecta una realidad intervenida por la memoria, por el arraigo a partir de aquella co-fabricación o co-pertenencia entre el sujeto y el paisaje que él mismo construye, al tiempo que lo habita (es decir, lo autoconstruye).This paper looks to reflect on the colonialist processes through which the nation determines a sense of its border spaces and how, at the same time and in dialogue with this national narrative, the everyday world of these border zones develops in ways that are often very diff erent from what is projected by the nation. Through the case study of one border zone, that of Lake Verde-Las Pampas (Chile-Argentina), and the presence of a family that has occupied the entire border area from “before the nation”, we consider evidence of the experience of living, or in other words, the existential historicity of place or the structure of territorial experience that, in essence, restores and projects a reality marked by memory; by roots based on co-production or co-belonging between the subject and the landscape that is constructed at the same time as it is inhabited (i.e. the landscape as self-constructed).Fil: Nuñez, Andres. Pontificia Universidad Católica de Chile; ChileFil: Baeza, Brigida Norma. Universidad Nacional de la Patagonia; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Benwell, Matthew C.. Newcastle University; Reino Unid

Memories, the Everyday and territories: Malvinas in Argentinian secondary schools

Objetivo: reflexionar sobre cómo los eventos geopolíticos encuentran en el aula de clase énfasis específicos sobre la guerra de las Malvinas, en tanto acontecimiento histórico capaz de vehiculizar la memoria y poder reconocer así los modos de decir sobre él en las aulas. Método: el artículo analiza un conjunto de entrevistas a estudiantes y profesores de Río Gallegos y Santa Fe en Argentina, realizadas durante los años 2014 y 2015. Resultados: para la investigación, fue importante la escuela secundaria en tanto espacio cotidiano de interacción y comunicación sobre Malvinas, donde profesores operan con la enseñanza del problema tanto en sus clases como en rituales escolares como actos, muestras o charlas. Sin embargo, al examinar las conversaciones descubrimos como imprescindible el espacio familiar, en tanto que territorio. Este encuentro entre familia y estudiantes es capaz de movilizar las valoraciones de los estudiantes sobre moda, gustos estéticos o posiciones políticas o, para el caso docente, de discutir sobre su formación inicial adquirida en el grado. Conclusión: el final de la investigación nos predispone a seguir pensando la relación entre evento geopolítico y vida cotidiana pero centrando nuestro interés en el espacio familiar, línea que continuaremos en otros trabajos. © Revista Colombiana de Ciencias Sociales.Objective: To reflect on the way geopolitics and memories of the Malvinas as historical geopolitical events are encountered in the classroom. Method: This article analyses a set of interviews undertaken with secondary school students and teachers in Río Gallegos and Santa Fe, Argentina, during 2014 and 2015. Results: The paper considers the secondary school as a fundamental site for talking about and debating the Malvinas issue; within this site, the Malvinas is examined by teachers and students during lessons and school rituals such as ceremonies, exhibitions or informal discussions. While analysing the interviews, the domestic environment also emerged as a significant space where the Malvinas was discussed. Such encounters with family members in the home sensitised students to the significance of everyday reminders of geopolitics embodied through fashion, aesthetics and political conversations which, for teachers, served as initial points of discussion in classes on the Malvinas. Conclusion:This research prompts us to continue reflecting upon the relationship between geopolitical events (past and present) and daily life, while calling for increased attention to how geopolitics might be engaged in the domestic environment. © Revista Colombiana de Ciencias Sociales

Guest editorial introduction: Overseas territories & crown dependencies: What future in ‘Global Britain’?

Brexit has caused a big shift in the geo-political outlook of the United Kingdom (UK). An early statement of intent is the 'Global Britain' agenda. Within this context the UK's Overseas Territories and Crown Dependencies are often overlooked. However, they have been both impacted by Brexit and potentially offer real opportunities for a more outward facing UK. This Introduction to the special section explores the extent to which the Overseas Territories and Crown Dependencies have lost out due to Brexit across a range of issues, although perhaps not to the extent originally expected. It also considers how both sets of territories might be able to contribute to realising the Global Britain agenda. However, it is not yet fully formed and the UK and several Overseas Territories are exposed due to the contested sovereignties of the latter. The Introduction concludes by discussing the six papers featured in the special section and how they prompt a range of questions for future research

Presentación

Durante bastante tiempo distintas corrientes de teoría social y política han reconocido que la materialidad es importante. Sin embargo, en la mayoría de estas corrientes la materialidad se refiere principalmente a las estructuras y producciones sociales. En otras ocasiones, se interpreta como la encarnación en objetos concretos de significados socialmente construidos. Karl Marx decía allá por el siglo XIX que “el punto de vista del antiguo materialismo es la sociedad ‘civil’; el del nuevo materialismo, la sociedad ‘humana’ o la humanidad socializada” (1985:35). Pero, tratando de traer hacia nuestro presente esa imagen desde una perspectiva crítica, nos cuestionamos si será posible abrir la reflexión materialista en el siglo XXI hacia sociedades posthumanas, es decir, sociedades comprendidas como ensamblajes colectivos de relaciones entre humanos y no humanos. En esa línea, Bruno Latour se preguntaba si acaso no era “lo social” (aquello que comúnmente es considerado como lo dado o el presupuesto de base en los análisis sociales) lo que precisamente había que problematizar y explicar para “reensamblar” (2008)

Brexit writings and the war of position over migration, 'race' and class

This timely series of interventions scrutinises the centrality of race and migration to the 2016 Brexit campaign, vote and its aftermath. It brings together five individual pieces, with an accompanying introduction, which interrogate different facets of how race, migration and Brexit interconnect: an examination of the so called 'left behinds' and the fundamental intersections between geography, race and class at the heart of Brexit motivations and contexts; an exploration of arguably parallel and similarly complex developments in the US with the rise of populism and support for Donald Trump; an analysis of the role of whiteness in the experiences of East European nationals in the UK in the face of increased anti-foreigner sentiment and uncertainty about future status; a discussion of intergenerational differences in outlooks on race and immigration and the sidelining of different people and places in Brexit debates; and a studied critique of prevailing tropes about Brexit which create divisive classed and raced categories and seek to oversimplify broader understandings of race, class and migration. Taken together these articles, all arguing for the need to eschew easy answers and superficial narratives, offer important and opportune insights into what Brexit tells us about race and migration in contemporary UK

Evaluating the pedagogical effectiveness of study preregistration in the undergraduate dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation (n = 52; experimental group) and students who did not (n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training