A participaçao das crianças nos estudos da infancia e as possibilidades da etnografia sensorial

O artigo busca conexões entre os estudos clássicos das Ciências Sociais, sobretudo da Antropologia, e estudos contemporâneos da infância como possibilidades de investigação da agência das crianças. Ao encontro do quadro teórico, apresenta a Etnografia Sensorial (MITCHELL, 2011; PINK, 2009), como possibilidade de construção de novos meios metodológicos e tecnológicos para captar formas de expressividade das crianças. O artigo apresenta um exemplo de uma investigação que previu formas de participação alternativas das crianças, envolvendo fotografias, sons e vídeos. Este tipo de abordagem é extensiva a outras crianças, que não somente às participantes deste estudo, também consideradas como agentesThe article seeks connections between the Social Sciences classical studies, particularly Anthropology, and contemporary Childhood Studies as a possibility of research on children’s agency. Meeting the theoretical framework, the article suggests the Sensory Ethnography (MITCHELL, 2011; PINK, 2009), as a way of building new methodological and technological means to capture children’s forms of expression. The article presents an example that incorporate alternative forms of children’s participation, involving production of photographs, sounds and videos. This approach is extended to other children, not only the participants of this study, who are also considered as agent

Migrant Teenagers, Walks around Bilbao and Mapping Dreams

L'objectiu principal d’aquest article és descriure les pràctiques de vida i socialitat d'adolescents migrants a la ciutat de Bilbao (País Basc, Espanya) a partir de les seues vivències i perspectives. Per a això utilitzem metodologia etnogràfica general i, en particular, un taller construït a partir de diferents tècniques artístiques, que va convidar a cinc menors migrants, residents en un centre de menors de la província de Biscaia (País Basc), a realitzar una cartografia per Bilbao per a la generació del material d’anàlisi sobre les seues rutines i activitats expressives a la ciutat. Aquesta estratègia metodològica i el mapa, com a producte final de la cartografia, permeten entendre i aportar un enfocament holístic del fenomen migratori d’aquests adolescents i joves a la ciutat. Aquests adolescents i joves migrants, més enllà d’ocupar físicament un seguit d’espais, es reivindiquen com a ciutadans plens i en constant interacció i negociació entre amics, paisans, família, l'escola, la comunitat al país d'origen.The main objective of this article is to study the life and social practices of migrant adolescents in the city of Bilbao (Basque Country, Spain) through their experiences and perspectives. To this end, we used ethnographic methodology, specifically a workshop structured around several artistic techniques, in which five migrant minors living in a Centre for Minors in the Basque province of Bizkaia were invited to create their own maps of Bilbao. The authors then used this material to analyse their routines and the activities that expressed their realities in the city. The holistic approach of this methodological strategy and the maps produced allowed us to understand the migratory experiences of these adolescents and young people. As well as physically occupying a series of spaces, these young migrant lay claim to their status as full citizens, in constant interaction and negotiation with friends, family, school and the community in their country of origin.El objetivo principal de este artículo es describir las prácticas de vida y socialidad de adolescentes migrantes en la ciudad de Bilbao (País Vasco, España) a partir de sus vivencias y perspectivas. Para ello utilizamos metodología etnográfica general y, en particular, un taller construido a partir de distintas técnicas artísticas, que invitó a cinco menores migrantes, residentes en un centro de menores de la provincia de Bizkaia (País Vasco), a realizar una cartografía por Bilbao para la generación del material de análisis sobre sus rutinas y actividades expresivas en la ciudad. Esta estrategia metodológica y el mapa, como producto final de la cartografía, permiten entender y aportar un enfoque holístico del fenómeno migratorio de estos adolescentes y jóvenes en la ciudad. Estos adolescentes y jóvenes migrantes, más allá de ocupar físicamente una serie de espacios, se revindican como ciudadanos plenos y en constante interacción y negociación entre amigos, paisanos, familia, la escuela, la comunidad en el país de origen

Multimodality and deaf children's participation in informal literature socialization contexts

En este artículo realizamos un análisis del discurso y la interacción multimodal de una sesión de cuentacuentos realizada en una biblioteca en la que el narrador está acompañado por una intérprete de lengua de signos española (LSE). El caso forma parte de una investigación más amplia que examina sesiones de cuentacuentos en bibliotecas, librerías infantiles y parques como espacios de socialización literaria en contextos de aprendizaje informal. Analizamos, por una parte, la relación cambiante entre los medios/modos desplegados en el relato y las dificultades que esto genera para los espectadores sordos y, por otra parte, la propia participación de los niños sordos en esta sesión. El análisis hace explícita la complejidad del acto de interpretación en LSE y la situación asimétrica en la que se encuentra la infancia sorda en estas sesiones de cuentacuentos. Igualmente, el episodio analizado invita a plantear el desarrollo de una conciencia multimodal como parte de las competencias literarias y discursivas que potencialmente favorecen la clase de eventos narrativos analizadosIn this article we present an analysis of discourse and multimodal interaction in a storytelling session that took place in a library in which the main narrator is accompanied by a Spanish Sign Language (LSE) interpreter. This case is part of a larger project that examines storytelling sessions in libraries, bookstores and parks as informal literature socialization contexts. On one hand, we examine the changing relationship between media/modes displayed in the story and the difficulties that this generates for deaf children. On the other hand, we explore deaf children's participation in the event. Our analysis makes explicit the complexities involved in LSE interpretation and the asymmetrical standing of deaf children in these types of events. Also, with the analysis of this episode we consider multimodal awareness as a possible discursive and literary competence that is fostered in these narratives event

Children at home in Madrid

In this article we focus on transformations occurring in middle/upper-class children’s homes in Madrid (Spain). We examine emergent patterns of use and appropriation of domestic space in children’s lives and focus on two themes: (1) the reutilization of daily tasks and home spaces for children’s leisure and socialization, (2) the role of new technologies of communication in children’s lives and social relations from home. The results show children’s active role in the appropriation of domestic space and suggest that discussions of children’s withdrawal from public space need to be reconsidered from an ecological-systemic perspectiv

From home to the city as a way of coming and going in the development of identity: the case of medium/high class urban childhood routines in Madrid

Se viene definiendo el hogar como un espacio dinámico (POVEDA et al., 2012), que no forma parte únicamente de lo público o lo privado, los límites entre ambos se vuelven más difusos, ya que los medios digitales ponen al alcance el espacio público dentro del entorno privado. Presentamos un estudio cualitativo de las rutinas y el uso que la infancia hace de los recursos que su entorno les proporciona. Se realizó con 4 menores de entre 9-13 años de 2 distritos de clase alta de Madrid. El análisis muestra cómo reparten su tiempo entre el espacio público y privado, cómo hacen uso de los recursos a tienen acceso y que les proporciona el hogar, y a su vez la familia, ambos ofrecen un amplio acceso al capital económico y cultural (BOURDIEU, 1994), asociado a su clase socioeconómica. (LAREAU, 2002)Home has been defined as a dynamic space (POVEDA et al, 2012), which is not just part of either the public or the private space. The boundaries between these spaces become more diffuse, since digital media place the public space within the private environment. We present a qualitative study of children’s routines and the use of resources that their environment provides. It was conducted with 4 children aged between 9-13, in 2 upper-class districts of Madrid. The analysis shows how they share their time between public and private spaces, how they make use of the resources they have access to, and what their homes, and in turn their families, provide to them; both offer broad access to economic and cultural capital (BOURDIEU, 1994) associated with their socioeconomic class. (LAREAU, 2002)La maison a été définie comme un espace dynamique (POVEDA et al, 2012), qui n’est pas exclusivement un espace public ni privé, les frontières entre les deux deviennent plus diffuse, car les médias numériques mettent accessible l’espace public dans l’environnement privé. Nous présentons une étude qualitative des routines et de l’usage des enfants qui s’en utilise des ressources offertes par l’environnement. L’étude a été réalisée avec 4 enfants âgés de 9 à 13 ans, de 2 districts de la classe privilégiée de Madrid. L’analyse montre comment ils partagent leur temps entre l’espace public et privé, comment ils font l’usage des ressources pour en avoir l’accès et les fournir à la maison, et à son tour, à la famille, les deux offrent un large accès au capital économique et culturel (BOURDIEU, 1994) associés à la classe socio-économique. (LAREAU, 2002

Ethnographic "experimental collaborations" as practitioner methodology

In this paper we discuss emergent cross-cutting themes across a series of educational intervention projects in which practitioners-in-training adopted and adapted in their proposals and work design the logic of ethnographic experimental collaboration (XCOL) and participatory action research (PAR) (Clark, 2010; Estalella & Sánchez-Criado, 2018) perspectives. We were involved in three interventions developed in Madrid (Spain) across formal and informal learning contexts as part of the internship/practicum of future educational psychologists. Our work was designed in response to the identified needs and demands of the internship sites. Yet, as educational interventions, they were explicitly conceptualized and implemented in ways that depart substantially from the common expectations of process-product educational intervention and dominant ways, at least in Spain, of constructing educational accountability (cf. Berliner, 1989; Gage & Needels, 1989). We unpack four themes relevant across the three projects, which emerged from our joint discussions of the three interventions: (a) how "outcomes/results" are reconstructed in XCOL/PAR educational interventions, (b) the transformations in our emergent professional identities, (c) the place of different materialities and expressive media in the work we planned (d) how space-time constraints were construed in our unfolding projects

Strategies for socialization into a non-conventional family project

In this paper we put together data from various projects focused on the construction of nontraditional family projects in Spain: (1) a multi-sited ethnographic study on the construction of singleparent families by choice in Spain; (2) a qualitative comparative study of adoptive families in Madrid and Chicago; (3) an on-going multi-sited ethnographic project on disclosure processes in families formed via gamete donation. Across the data of these studies, involving a wide variety of family configurations (single and two-parent families, heterosexual and homo-parental families, international and interracial adopted children, partially-related biological offspring, etc.), we have identified a series of socialization strategies that are explicitly pointed out by parents as playing a role in socializing children into understanding their non-conventional family experience. Some of these strategies include creating socialization, support and leisure spaces with families of similar characteristics, multiple forms or narrative and storytelling activity on children's origin and the construction of their family project, managing conversations and interactions about their family when their children are present as over hearers or using daily interactions to construct and explore their family project. Across our data and studies socialization emerges as an active, bi-directional and reflexive process central to family and parental identities. With our findings we present a portrait of emergent processes in Spain and open the door to cross-cultural comparison

Talleres artísticos como dispositivos de investigación con migrantes adolescentes

Those of us who work with vulnerable populations, such as migrant teenagers, understand that classical research methods are deficient in certain ethical aspects of care and protection. With the intention of contributing to the advancement of research methodologies in social sciences’ approach to young migrants, we propose the use of artistic and participatory workshops. With this in mind, we conducted a workshop constructed around different artistic techniques, whose final products were a 17 minute documentary and an imaginary piece of cartography of Bilbao and Tangier. This allows us to reflect on the scope and challenges of new research approaches.Aquellos que trabajamos con poblaciones vulnerables, como los migrantes adolescentes, entendemos que los métodos clásicos de investigación adolecen de ciertos cuidados y prevenciones éticas. Con la intención de contribuir al avance de los métodos de investigación en las ciencias sociales a la hora de trabajar con jóvenes migrantes, presentamos los talleres artísticos como dispositivos metodológicos especialmente útiles para aproximarse a dichas poblaciones. Con esa meta, partimos de un taller construido a partir de distintas técnicas artísticas, cuyos productos fueron un documental de 17 minutos y una cartografía imaginaria de Bilbao y Tánger, que nos permiten reflexionar sobre el alcance y los retos de nuevos enfoques de investigación

La “kedada” como espacio colectivo para la construcción de la familia adoptiva

En este artículo destacamos la importancia que un espacio colectivo, las denominadas kedadas, han tenido para un grupo de niños y niñas adoptados/as como soporte y apoyo en la toma de conciencia de parte de su self, la parte relacionada con el concepto de adopción o de adoptado, como les ha ayudado a enfrentarse a la tarea de desarrollo que implica definirse como familia adoptiva y a compartir el trabajo que ese desafío conlleva. Partimos de la observación durante más de diez años de la trayectoria de un grupo de familias adoptivas de Nepal. Estas observaciones combinan trabajo auto-etnográfico, grabaciones en audio y video, entrevistas grupales con hijos adoptivos y foto-entrevistas a hijos/as y padres/madres de un sub-conjunto de familias que participan en esta red. El análisis nos permite re-pensar el lugar de los espacios colectivos y organizativos como comunidades de práctica en el trabajo de socialización de las familias adoptivas como modelo familiar no-convencional contemporáneo. Igualmente, poner el énfasis en la perspectiva de los hijos/as a lo largo del tiempo, nos permite descubrir cómo estos reinterpretan y reconstruyen sus discursos sobre la familia adoptiva y su identidad étnica y cultural a lo largo de su desarrolloIn this article we focus on the importance that a collective space, known as kedadas ‘gatherings’, has had for adoptive children as a support space to develop aspects of the self related to adoption and as resource for the developmental task of being part of an adoptive family. We draw from more than ten years of observations of the trajectories of a group of children adopted in Nepal. These observations combine auto-ethnographic work, audio and video recordings, group interviews with the children and photographic interviews with a sub-sample of parents and children in this group. The analysis allows us to rethink the place of collective spaces as communities of practice that play a role in the socialization work of adoptive families as a contemporary non-conventional family model. Also, focusing on the perspective of the children over time allows us to uncover how they reinterpret and reconstruct, as they develop, their discourses on adoptive families and their ethnic and cultural identit