SILENCED DIVERSITY: THE ANONYMITY OF CHILDREN DISPLACED IN COLOMBIAN SCHOOLS
This work addresses the strategies of concealment of the condition of forced displaced boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victi...
Gespeichert in:
Veröffentlicht in: | Pedagogía social 2020-01 (35), p.61-71 |
---|---|
Hauptverfasser: | , , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
container_end_page | 71 |
---|---|
container_issue | 35 |
container_start_page | 61 |
container_title | Pedagogía social |
container_volume | |
creator | Abad, David Doncel Blanco, Esther Vega Villoria, Cristina Herrero |
description | This work addresses the strategies of concealment of the condition of forced displaced boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victims themselves. To achieve the proposed goal, a qualitative methodological approach is adopted, as it is interesting to know how displaced girls and boys perceive the educational reality. A total of 26 interviews between open and semi-structured have been conducted. The sample has been composed of children, adolescents, parents, and professionals linked to the educational context. The technique of analysis followed is the theory based as an analysis technique. Specifically, we have followed an axial coding procedure defined by Strauss and Corbin. The conclusions show how meaningful each profile of respondents gives their action to silence the displaced person's condition. And how, these strategies paradoxically act as a mechanism of exclusion in the educational context. |
doi_str_mv | 10.7179/PSRI_2020.35.05 |
format | Article |
fullrecord | <record><control><sourceid>proquest</sourceid><recordid>TN_cdi_proquest_journals_2354878241</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2354878241</sourcerecordid><originalsourceid>FETCH-LOGICAL-p183t-e7a911e6c39216d5489f531235f3b5e64f0937af25d5a7a8ec8f910d6dd2e79b3</originalsourceid><addsrcrecordid>eNotjc1LwzAAxYMoOObOXgOeO_PZJN5qmtlA1oy2CjuVbk0OQ9xct__fiL7Lew9-vAfAI0ZLgYV63rSN7QkiaEn5EvEbMMNKqkwJRm5TxlRlWBB6DxbTdEBJVDEpyQy41jpTa1PC0n6YprXd9gV2lYFF7evtOlXoV1BX1pWNqRPUblzxi9saau_8-tUWNWx15b1rH8BdHD6nsPj3OXhfmU5XmfNvVhcuO2FJL1kQg8I45HuqCM5HzqSKnGJCeaQ7HnIWkaJiiISPfBCDDHsZFUZjPo4kCLWjc_D0t3s6H7-vYbr0h-P1_JUu-zTCpJCEYfoDrT1IxA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2354878241</pqid></control><display><type>article</type><title>SILENCED DIVERSITY: THE ANONYMITY OF CHILDREN DISPLACED IN COLOMBIAN SCHOOLS</title><source>EZB-FREE-00999 freely available EZB journals</source><source>EBSCOhost Education Source</source><creator>Abad, David Doncel ; Blanco, Esther Vega ; Villoria, Cristina Herrero</creator><creatorcontrib>Abad, David Doncel ; Blanco, Esther Vega ; Villoria, Cristina Herrero</creatorcontrib><description>This work addresses the strategies of concealment of the condition of forced displaced boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victims themselves. To achieve the proposed goal, a qualitative methodological approach is adopted, as it is interesting to know how displaced girls and boys perceive the educational reality. A total of 26 interviews between open and semi-structured have been conducted. The sample has been composed of children, adolescents, parents, and professionals linked to the educational context. The technique of analysis followed is the theory based as an analysis technique. Specifically, we have followed an axial coding procedure defined by Strauss and Corbin. The conclusions show how meaningful each profile of respondents gives their action to silence the displaced person's condition. And how, these strategies paradoxically act as a mechanism of exclusion in the educational context.</description><identifier>ISSN: 1139-1723</identifier><identifier>EISSN: 1989-9742</identifier><identifier>DOI: 10.7179/PSRI_2020.35.05</identifier><language>eng</language><publisher>Madrid: Sociedad Iberoamericana de Pedagogía</publisher><subject>Access to education ; Adaptation ; Adolescents ; Displaced persons ; Education ; Equal Education ; Multiculturalism & pluralism ; Population ; Rural Schools ; Schools ; Teenagers ; Violence</subject><ispartof>Pedagogía social, 2020-01 (35), p.61-71</ispartof><rights>2020. This work is published under https://creativecommons.org/licenses/by-nc-sa/3.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Abad, David Doncel</creatorcontrib><creatorcontrib>Blanco, Esther Vega</creatorcontrib><creatorcontrib>Villoria, Cristina Herrero</creatorcontrib><title>SILENCED DIVERSITY: THE ANONYMITY OF CHILDREN DISPLACED IN COLOMBIAN SCHOOLS</title><title>Pedagogía social</title><description>This work addresses the strategies of concealment of the condition of forced displaced boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victims themselves. To achieve the proposed goal, a qualitative methodological approach is adopted, as it is interesting to know how displaced girls and boys perceive the educational reality. A total of 26 interviews between open and semi-structured have been conducted. The sample has been composed of children, adolescents, parents, and professionals linked to the educational context. The technique of analysis followed is the theory based as an analysis technique. Specifically, we have followed an axial coding procedure defined by Strauss and Corbin. The conclusions show how meaningful each profile of respondents gives their action to silence the displaced person's condition. And how, these strategies paradoxically act as a mechanism of exclusion in the educational context.</description><subject>Access to education</subject><subject>Adaptation</subject><subject>Adolescents</subject><subject>Displaced persons</subject><subject>Education</subject><subject>Equal Education</subject><subject>Multiculturalism & pluralism</subject><subject>Population</subject><subject>Rural Schools</subject><subject>Schools</subject><subject>Teenagers</subject><subject>Violence</subject><issn>1139-1723</issn><issn>1989-9742</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNotjc1LwzAAxYMoOObOXgOeO_PZJN5qmtlA1oy2CjuVbk0OQ9xct__fiL7Lew9-vAfAI0ZLgYV63rSN7QkiaEn5EvEbMMNKqkwJRm5TxlRlWBB6DxbTdEBJVDEpyQy41jpTa1PC0n6YprXd9gV2lYFF7evtOlXoV1BX1pWNqRPUblzxi9saau_8-tUWNWx15b1rH8BdHD6nsPj3OXhfmU5XmfNvVhcuO2FJL1kQg8I45HuqCM5HzqSKnGJCeaQ7HnIWkaJiiISPfBCDDHsZFUZjPo4kCLWjc_D0t3s6H7-vYbr0h-P1_JUu-zTCpJCEYfoDrT1IxA</recordid><startdate>20200101</startdate><enddate>20200101</enddate><creator>Abad, David Doncel</creator><creator>Blanco, Esther Vega</creator><creator>Villoria, Cristina Herrero</creator><general>Sociedad Iberoamericana de Pedagogía</general><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BFMQW</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CLZPN</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20200101</creationdate><title>SILENCED DIVERSITY: THE ANONYMITY OF CHILDREN DISPLACED IN COLOMBIAN SCHOOLS</title><author>Abad, David Doncel ; Blanco, Esther Vega ; Villoria, Cristina Herrero</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-p183t-e7a911e6c39216d5489f531235f3b5e64f0937af25d5a7a8ec8f910d6dd2e79b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Access to education</topic><topic>Adaptation</topic><topic>Adolescents</topic><topic>Displaced persons</topic><topic>Education</topic><topic>Equal Education</topic><topic>Multiculturalism & pluralism</topic><topic>Population</topic><topic>Rural Schools</topic><topic>Schools</topic><topic>Teenagers</topic><topic>Violence</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Abad, David Doncel</creatorcontrib><creatorcontrib>Blanco, Esther Vega</creatorcontrib><creatorcontrib>Villoria, Cristina Herrero</creatorcontrib><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Continental Europe Database</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Latin America & Iberia Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Pedagogía social</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Abad, David Doncel</au><au>Blanco, Esther Vega</au><au>Villoria, Cristina Herrero</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>SILENCED DIVERSITY: THE ANONYMITY OF CHILDREN DISPLACED IN COLOMBIAN SCHOOLS</atitle><jtitle>Pedagogía social</jtitle><date>2020-01-01</date><risdate>2020</risdate><issue>35</issue><spage>61</spage><epage>71</epage><pages>61-71</pages><issn>1139-1723</issn><eissn>1989-9742</eissn><abstract>This work addresses the strategies of concealment of the condition of forced displaced boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victims themselves. To achieve the proposed goal, a qualitative methodological approach is adopted, as it is interesting to know how displaced girls and boys perceive the educational reality. A total of 26 interviews between open and semi-structured have been conducted. The sample has been composed of children, adolescents, parents, and professionals linked to the educational context. The technique of analysis followed is the theory based as an analysis technique. Specifically, we have followed an axial coding procedure defined by Strauss and Corbin. The conclusions show how meaningful each profile of respondents gives their action to silence the displaced person's condition. And how, these strategies paradoxically act as a mechanism of exclusion in the educational context.</abstract><cop>Madrid</cop><pub>Sociedad Iberoamericana de Pedagogía</pub><doi>10.7179/PSRI_2020.35.05</doi><tpages>11</tpages><oa>free_for_read</oa></addata></record> |
fulltext | fulltext |
identifier | ISSN: 1139-1723 |
ispartof | Pedagogía social, 2020-01 (35), p.61-71 |
issn | 1139-1723 1989-9742 |
language | eng |
recordid | cdi_proquest_journals_2354878241 |
source | EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source |
subjects | Access to education Adaptation Adolescents Displaced persons Education Equal Education Multiculturalism & pluralism Population Rural Schools Schools Teenagers Violence |
title | SILENCED DIVERSITY: THE ANONYMITY OF CHILDREN DISPLACED IN COLOMBIAN SCHOOLS |
url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-23T15%3A11%3A32IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=SILENCED%20DIVERSITY:%20THE%20ANONYMITY%20OF%20CHILDREN%20DISPLACED%20IN%20COLOMBIAN%20SCHOOLS&rft.jtitle=Pedagog%C3%ADa%20social&rft.au=Abad,%20David%20Doncel&rft.date=2020-01-01&rft.issue=35&rft.spage=61&rft.epage=71&rft.pages=61-71&rft.issn=1139-1723&rft.eissn=1989-9742&rft_id=info:doi/10.7179/PSRI_2020.35.05&rft_dat=%3Cproquest%3E2354878241%3C/proquest%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2354878241&rft_id=info:pmid/&rfr_iscdi=true |