Trincheras transnacionales: experiencias de luchas urbanas de la población migrante de origen boliviano

Tesis doctoral inédita cotutelada por la la Universidad Autónoma Metropolitana, Unidad Iztapalapa, División de Ciencias Sociales y Humanidades, Departamento de Antropología y la Universidad Autónoma de Madrid, Facultad de Filosofía y Letras, Departamento de Departamento de Antropología Social y Pensamiento Filosófico Español. Fecha de lectura: 1 de febrero de 2016The present dissertation’s purpose is the examination of the conditions of the Bolivian collective in Spain, in the context of transnational migration. Based on the connection between neighborhoods in Madrid and Cochabamba, forms of dispossession that affect the lives of this group, typical of a global capitalist economic system, are analyzed. As a Bolivian collective, they participate of social relations in which ethnicity, class, race and gender operate; categories that are not exclusive of Bolivians as foreigners in Spanish society but which are mediated by the historical structures of Bolivia and invigorated by the effects of social movements developed or reconfigured in recent years. Different forms and spaces of struggle for better conditions of collective and individual life are analyzed with the help of concepts such as fields and social spaces. The observation focuses on different social spaces such as labor field, minority media and cultural reproduction. Struggles as response to the conditions of exclusion, take place in a dynamic configuration of privileges and marginalities and are approached with the concept of intersectionality. In these struggles, related to their immigration status, unexpected disputes and changes emerge

Reconfiguración de la identidad y proyectos de vida en jóvenes de la Universidad Intercultural del Estado de Puebla

This paper explores the reconfiguration of student identities of the Intercultural University of the State of Puebla (UIEP), in Mexico, from reflecting the components of school motivation, expectations and the construction of their life project in a significant context of multiculturalism, to understand the link between an incipient proposal of intercultural educational model and the vision of its students. The basis of field work is participant observation and observation (Ardévol et al, 2003), in an environment of daily interaction with students, and an instrument was designed and applied following analytical categories of life projects proposed by Ovidio and Hernández (2000). Although many students enter the university with vague goals and in a situation of uncertainty (Tinto, 2004, cited in Silva, 2011), preliminary results of this work suggest significant expectations from university students to continue studying due to three aspects: family support for their formation, the bonds of community cohesion and a university environment, resources that allow dialogue with their culture and at the same time reconfigure their identity for the construction of their life projectEn este trabajo se explora la reconfiguración de las identidades de estudiantes de la Universidad Intercultural del Estado de Puebla (UIEP), en México, a partir de reflexionar los componentes de la motivación escolar, expectativas y la construcción de su proyecto de vida en un contexto significativo de multiculturalidad, para comprender el vínculo entre una incipiente propuesta de modelo educativo intercultural y la visión de sus estudiantes. La base del trabajo de campo es la observación y observación participante (Ardévol et al, 2003), en un entorno de interacción cotidiana con los y las alumnas, asimismo se diseñó y aplicó un instrumento siguiendo categorías analíticas de los proyectos de vida propuestos por Ovidio y Hernández (2000). A pesar de que muchos estudiantes ingresan a la universidad con objetivos o metas vagas y en una situación de incertidumbre (Tinto, 2004, citado en Silva, 2011), resultados preliminares del trabajo sugieren significativas expectativas de los jóvenes universitarios para mantener sus estudios derivadas de tres aspectos: apoyos familiares para su formación, los lazos de cohesión comunitaria y un ambiente universitario, recursos que permiten dialogar con su cultura y a la vez reconfigurar su identidad para la construcción de su proyecto de vida