‘No, I Don’t Like the Basque Language.’ Considering the Role of Cultural Capital within Boundary-Work in Basque Education

The aim of this study is to analyze the nature of multiethnic academic interactions in relation to theories of cultural capital and boundary-work. More precisely, it considers to what extent school structure is related to the cultural capital of students from different ethnic backgrounds and explores its relationship to Intergroup Contact Theory and identity. Methods include documentary analysis, participant observation, interviews, and focus groups conducted from an ethnographic perspective between 2015 and 2016. Based on data collected in a Basque school attended by a high proportion of immigrant students, intraethnic and interethnic student–student and student–teacher relationships, and inequalities within these, are analyzed. Results indicate that the distribution of students in different classes tended to be ethnically marked, as most immigrant students chose to attend classes that were taught mostly in Spanish, whereas most autochthonous students were enrolled in classes with a high Basque instruction. The study considers the effects of students’ language choices and concludes that Basque has implications for the theories of identity, cultural capital, and boundary-work, as learning Basque is an academic and implicit rule in Basque education and society

Education, language, and identity in multiethnic environments: a case study

393 p.Students in education systems are often seen as products of their socialization process through a set of given structures of interaction. This assumption has important implications, because according to these perspectives, subjects are seen as reproducers of their social position rather than producers of it. This premise has direct implications on the concept of identity, as according to this perspective, it is the product of a set of already given structures of interaction subjects cannot change. Using ethnographic methods, this work analyzes how student identity is formed in interaction in education systems. This study is located in a Basque secondary education center which has a high multi-ethnic studentship attendance. Results indicate the relevance of three elements in students¿ relationships: first, the structure of the education system, which is often portrayed as a constriction on the kinds of relationships that students among themselves, and students and teachers have. Through these relationships, students¿ social positions are sometimes reproduced. Second, ethnic, social, and symbolic boundary-making, or the relationships among individuals or groups who have diverse ethnic backgrounds and social positions. In these interactions, power relations are often present. Third, limit transgressions in adolescence were the most remarkable interactions in the data collected. Limit transgression is a notion linked to the testing of social rules and order. In the testing of limits, adolescents often find conflicts. A categorization of three levels of limit transgressions is presented in this work, according to the interactions observed. Most non-autochthonous student-teacher limit transgressions were in the form of student opposition to Basque language learning. Through these transgressive interactions non-autochthonous students enacted ethnic boundaries; questioned the education system structure and built their identity in opposition to the rule of learning the Basque language. The study concludes that the structure of school constricts but also enables student-student and student-teacher interactions in the form of transgressions or questioning the norms of society. These interactions create a unique kind of identity

Immigrant students’ minority language learning: an analysis of language ideologies

This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur.This work was supported by Eusko Jaurlaritza: [Grant Number IT-1225-19]; Ministerio de EconomAa y Competitividad: [Grant Number FFI2014-52173-P]; University of the Basque Country: [Grant Number PIF 2013]

Synergies between Schools and Rural Museums: Insights from the Spanish Pyrenees

This paper analyzes synergies between two rural museums and schools in the Spanish Pyrenees: Ecomuseu dels Valls d'Àneu and Espacio Pirineos. The foundation, organization, and development of these museums, neither of which has an education department, are examined via qualitative fieldwork (documentary analysis and interviews). Documentary analysis reveals differences in the conditions under which the museums were founded: Ecomuseu dels Valls d'Àneu was a collective initiative by local agents based on the new museology of the 1980s, whereas Espacio Pirineos was a political initiative by the town council with the aim of promoting tourism. These differences can be seen in each center's relationships with schools, the Ecomuseu dels Valls d'Àneu's network being more developed. Nonetheless, in both museums, activities and exhibitions to attract schools are of fundamental importance. The findings show that, in the absence of education departments in rural museums, it is vital to establish networks between museums and educational entities to consolidate relationships and museum education.This project was funded by PATRIM+: Pyrenean Network of Heritage and Rural Innovation Centres (EFA251/16), INTERREG V-A ES-FR-AD (POCTEFA), European Regional Development Fund (FEDER). Iñaki Arrieta Urtizberea is grateful for the support received by the project “Intangible Heritage and Museums facing the Challenges of Cultural Sustainability (code PID2021-123063NB-I00), funded by the Spanish Ministry of Science and Innovation and the FEDER Program” and Elizabeth Pérez-Izaguirre would like to acknowledge the support received by the Basque Research Group AKTIBA (IT-1762)

Configurando Melbourne desde el street art: estrategias en la negociación de espacios públicos

This article proposes to study the relationship between politics of negotiation and “public space” in the case of street art in Melbourne. This art, far from being developed by conventional institutional channels, is originated and uses public space as support. This provokes that every city and citizen position towards this kind of art with their own views and rules. This has as a consequence, a multiple understanding of “public space”. The general analysis of this kind of art will be localized in the particular patterns of Melbourne, from the perspective of philosophy of culture. This will range from the political planning adopted by authorities, to the new development of conceptions of “public space”; that usually ranges from legality to illegality.; Este artículo propone un estudio sobre las políticas de negociación del espacio público en la configuración de la ciudad de Melbourne a partir de las peculiaridades del street art. Este arte, lejos de desarrollarse bajo los canales establecidos institucionalmente, surge y utiliza prin'cipalmente los lugares públicos como soporte. Esto provoca que cada ciudad y cada ciudadano se posicionen de distinta manera al elaborar sus propias reglas en torno al consentimiento de este tipo de conducta artística, creando distintas compresiones de “espacio público”. Desde la filosofía de la cultura, se propone un análisis de este tipo de arte localizado en los patrones particulares de Melbourne. La política adoptada por las autoridades en torno a los límites borro'sos que mantiene este arte entre la legalidad e ilegalidad, desarrolla nuevas concepciones del espacio público

Conocimientos, Actitudes y Prácticas del personal de Salud en la vigilancia periódica del crecimiento y desarrollo del niño en el puesto de salud Francisco Moreno No. 2, Matagalpa 2017

El propósito de la presente investigación es analizar los conocimientos, actitudes y prácticas del personal de Salud, en la vigilancia periódica del crecimiento y desarrollo del niño realizado en el puesto de salud Francisco Moreno No.2, Matagalpa II, semestre 2017. Donde la temática se centra en caracterizar socio demográficamente a la población en estudio, describir los conocimientos, explicar las actitudes y valorar las prácticas del personal de salud, en el momento del VPCD, el estudio tiene enfoque cuali-cuantitativo, de tipo descriptivo de corte transversal prospectivo. El universo está constituido por el personal que laboran en el centro de salud y se dedica a la realización de VPCD. Para la investigación la muestra está compuesta por dos recursos que laboran en dicha unidad. El tipo de muestra fue no probabilístico a conveniencia, se elaboraron instrumentos para dar salida a cada objetivo específico donde se realiza entrevistas para el conocimiento compuesta por 9 ítem donde al final se da una puntuación entre alto, medio y bajo; se elabora una escala Likert compuesta por 7 ítem donde la actitud se evalúa entre positiva y negativa; para valorar las practicas se aplicó una guía de observación compuesta, divididas según los momentos de un VPCD, donde se concluye; que el personal de salud, se divide la edad en dos rangos, menor de 20 años y mayor de 35 años, poseen ambas diferentes niveles de conocimientos, medio y alto, ambas poseen una actitud positiva y sus prácticas es regular, debido a que ciertos procedimientos no son realizados correctament

INNOVA Research Journal

la Universidad Internacional del Ecuador (Sede Loja) en conjunto con la Fundación de Conservación Jocotoco, desde agosto de 2015, vienen desarrollando actividades de cuidado del tapir de montaña (Tapirus pinchaque) y los hábitats en los que se desarrolla en Los Andes del sur de Ecuador, en ambientes de bosque nublado y páramos de la Reserva Biológica Tapichalaca y zonas colindantes. Para ello se propuso la realización del presente proyecto que busca establecer un sistema de monitoreo e investigación de esta especie bandera con fines ecoturísticos, así como también para apoyar la capacitación en educación ambiental; mediante un diagnóstico preliminar y la implementación de un sistema de investigación y monitoreo de los especímenes mediante cámaras trampa y observación directa, con el fin de generar datos poblacionales e imágenes de esta especie en su hábitat natural e identificar los sitios más idóneos para observar estos animales en actividades de ecoturismo; se busca además crear cartillas y cuentos didácticos que describan los principales aspectos ecológicos del tapir de montaña, sin descuidar el desarrollo de propuestas de conservación, acordes con los objetivos del milenio, las metas estratégicas de los gobiernos autónomos descentralizados parroquiales y provinciales locales y los Planes de Manejo de los Parques Nacionales Podocarpus y Yacuri

Can Transgression Define Identity in Educational Settings? A Basque-Based Framework for Identity-in-Interaction

Interaction in educational environments might refer to a set of relationships between individuals in a school system. These links can be considered within a power-relations framework that includes the role of each of the subjects in a school and its community. This paper focuses on "transgressive" interactions involving adolescent students from diverse ethnic backgrounds in a Basque secondary school and relies on the concept of identity-in-interaction from a sociocultural approach, according to which, identity is constituted in a process of exchange between two or more parties. This research is drawn from the results of an ethnographic study conducted between July 2015 and June 2016 in a Basque secondary school attended by a high proportion of immigrant students, which shares characteristics with the broader Basque educational context. The methods used to collect data included documentary analysis, 9-months of participant observation, 36 in-depth interviews and four focus groups. Transgression in this context refers to the act of questioning socially established limits of behavior, which is considered typical during adolescent years. I categorize three types of student interaction as transgressive: personal, civic, and social limit transgressions, which involve challenges to peer-interpersonal, institutional, and community rules of interaction, respectively. In the Basque Country there are two official languages, Basque and Spanish, and students are instructed in both languages. They must daily face the particularities of a bilingual society where Basque is still a minority language. Community transgression is noteworthy, as immigrant students resisted the rule enforcing Basque instruction, leading to intercultural conflict with teachers. The study argues that identity can be constructed through transgression: immigrants' refusing to learn Basque is a matter of rebellion that acts as an identity marker. This study contributes to the discussion of identity-in-interaction. Based on empirical data it uses the framework of transgression in multi-ethnic educational environments to consider community languages in a broader power-relations framework.This work was funded by the research project entitled "Identidad en interaccion: Aspectos ontologicos y normativos de la individualidad biologica, cognitiva y social," reference: FFI2014-52173-P, funded by the Ministry of Economy and Competition of Spain

Education, language, and identity in multiethnic environments: a case study

393 p.Students in education systems are often seen as products of their socialization process through a set of given structures of interaction. This assumption has important implications, because according to these perspectives, subjects are seen as reproducers of their social position rather than producers of it. This premise has direct implications on the concept of identity, as according to this perspective, it is the product of a set of already given structures of interaction subjects cannot change. Using ethnographic methods, this work analyzes how student identity is formed in interaction in education systems. This study is located in a Basque secondary education center which has a high multi-ethnic studentship attendance. Results indicate the relevance of three elements in students¿ relationships: first, the structure of the education system, which is often portrayed as a constriction on the kinds of relationships that students among themselves, and students and teachers have. Through these relationships, students¿ social positions are sometimes reproduced. Second, ethnic, social, and symbolic boundary-making, or the relationships among individuals or groups who have diverse ethnic backgrounds and social positions. In these interactions, power relations are often present. Third, limit transgressions in adolescence were the most remarkable interactions in the data collected. Limit transgression is a notion linked to the testing of social rules and order. In the testing of limits, adolescents often find conflicts. A categorization of three levels of limit transgressions is presented in this work, according to the interactions observed. Most non-autochthonous student-teacher limit transgressions were in the form of student opposition to Basque language learning. Through these transgressive interactions non-autochthonous students enacted ethnic boundaries; questioned the education system structure and built their identity in opposition to the rule of learning the Basque language. The study concludes that the structure of school constricts but also enables student-student and student-teacher interactions in the form of transgressions or questioning the norms of society. These interactions create a unique kind of identity