* Doctora en Sociología de la Universidad Complutense de Madrid. Profesora titular de Antropología Social en la misma universidad desde 1991. Sus dos últimas publicaciones son Revelaciones, filiaciones y biotecnologías. Una etnografía sobre la comunicación de los orígenes a los hijos e hijas concebidos mediante donación reproductiva (2016) y "Las comunidades virtuales como marcos de cuidados horizontales entre mujeres: el caso de las familias que acuden a la donación reproductiva en España" (Aibr 11, 2). jociles@cps.ucm.es. RESUMENEn este artículo se presenta la observación participante (OP) como la técnica que permite a los antropólogos conocer las prácti-cas de los agentes sociales y reconstruir los procesos socioculturales que constituyen el centro de las investigaciones etnográficas. Para ello, la OP se enmarca en lo que se ha llamado la mirada antropológica y se compara con otras técnicas como la entrevista, el grupo de discusión o las "autograbaciones". Finalmente, se proponen algunas pautas dirigidas a que el material etnográfico producido mediante la OP sirva para restituir la complejidad de los procesos socioculturales que se estudian desde la antropología.Palabras clave: observación participante, diario de campo, prácticas. ABSTRACT In this article participant observation (PO) is presented as the technique that allows anthro
El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription Abstract:We examine how counselors, teachers, and other professionals at a secondary school in Madrid (Spain) understand cultural diversity and work with immigrant students' educational circumstances. Our analysis suggests that cultural diversity is largely construed as a problem and the explanation of educational difficulties is organized around an "externalizing logic" in which responsibility for educational outcomes is transferred to process and programs outside "ordinary" teachers' realm of action. We analyze these discourses and institutional practices from an ecological perspective: within the context of the local changing demographics of the school, regional/national policy measures around diversity and wider conceptualizations of cultural diversity in Spanish education.Keywords: secondary education, cultural diversity, Spain, immigration, professional Putting aside the scenario created by the current economic recession, immigration into Spain is a comparatively recent phenomenon and only became a visible social issue since the mid1990s. It has also been relatively intense within in a brief period of time, reshaping greatly the demographics of Spanish society and schools in less than two decades. For example, foreign immigrants currently comprise over 14% of the Spanish population, when this figure was around 2.5% in 1990, and has gone from representing less than 1% to close to 10% of the Spanish pre-university student body (Instituto de Formación del Profesorado, Investigación e Innovación Educativa 2011). Finally, these demographic trends are intertwined with larger socio-economic and socio-cultural changes and educational reforms implemented since the early 1990s aimed at turning Spain into a "modern post-industrial" society.These are well known statements in Spanish educational research and policy, which have been met with a plethora of studies and publications on the topic. Successive reports confirm that immigrant students in the Spanish educational system fair off worse than their peers who were born and grew up in Spain (e.g. and have put a strong emphasis on meeting all the "diverse needs" of students. But in these discussions, "diversity" is construed as a generic concept designed to encompass different cognitive, motor, and sensorial disabilities, as well as socio-cultural differences and explained by focusing on students' linguistic and family backgrounds, previous educational experiences, or community environments, rather than on classroom instructional strategies or teacher expectations, as factors that play a role in students' educational trajectories.Even though current policies outline in some detail these programs and professional roles, their insertion in the educational system is not an uncontroversial issue nor is placing students in these "alternative" programs a straightforward process. This is partly a product of some of the structural tensions arou...
Se analiza el discurso sobre las motivaciones que las Madres Solteras por Elección (MSPE) madrileñas aducen para optar o no por la fecundación sexual como vía de acceso a la maternidad. Este discurso, producido en entrevistas cualitativas y en otros contextos de interacción que han sido objeto de observación participante, revela que las MSPE distinguen dos formas de construir sus familias mediante la fecundación sexual: una es "el engaño" (mantener relaciones orientadas subrepticiamente al embarazo) y la otra consiste en recurrir a un "donante conocido" (a un varón con quien se pacta que no reclamará la paternidad sobre el hijo que nazca). La primera es objeto de una fuerte reprobación moral, y la segunda conlleva serios riesgos para conservar la autonomía del proyecto familiar, por lo que las MSPE estudiadas cuestionan que se siga optando por ellas en unos tiempos en que otras alternativas están al alcance de las mujeres que escogen ser madres solteras.Palabras claves: madres solteras por elección (MSPE), monoparentalidad, fecundación sexual, donante conocido. Los resultados que se presentan en este artículo provienen de una investigación etnográfica que lleva por título "Madres solteras por elección: proyectos familiares y políticas públicas" 1 , con la que hemos abordado algunas dimensiones de un fenómeno hasta ahora poco estudiado en España así como en el ámbito latinoamericano: el de la monoparentalidad por elección. Como se destaca en Jociles y Rivas (2009), se trata de un fenómeno que, si bien ha gozado de una considerable atención por parte de los medios de comunicación en los últimos años, apenas ha sido objeto de estudios científico-sociales 2 , a diferencia de lo que ha sucedido en el ámbito anglosajón o, incluso, en el israelí (véase Ben-Ari y This article analyzes the discourse surrounding motivations that Single Mothers by Choice (SMC) of Madrid, Spain, provide for choosing whether to use sexual intercourse as a path to single parenthood. The discourse produced in qualitative interviews, as well as participant interactions and observations, shows that SMC have two ways to build their families using sexual intercourse. One way, called "the deceit", is to use sexual intercourse to become surreptitiously pregnant, and the other is to use a "known donor" or a man who agrees not to claim paternity of the child they produce. The first is morally disapproved of, and the second entails serious risks to preserving the autonomy of the SMC. Consequently, the SMC interviewed question whether they should continue to opt for these avenues to single parenthood at a time when other
RESUMENEn este artículo se presentan algunos de los resultados de una investigación sobre los proyectos familiares de las mujeres que han optado por la maternidad en solitario, mediante la reproducción asistida, las relaciones sexuales y/o la adopción internacional. A través de sus discursos se analiza, en primer lugar, el FRQÀLFWR HQWUH VX HVWDWXV GH FLXGDGDQDV GH SOHQR GHUHFKR SRU HO TXH KDQ SRGLGR DFFHGHU H[LWRVDPHQWH D OD IRUPDFLyQ XQLYHUVLWDULD \ DO GHVHPSHxR GH HPSOHRV FXDOL¿FDGRV \ HO HVWDWXV GH PDGUHV D~Q FRQGLFLRQDGR por el modelo convencional de familia nuclear, conyugal y biparental, que sigue actuando como referente de legitimación para el resto de opciones familiares. En segundo lugar, se analizan las estrategias narrativas de legitimación que despliegan estas mujeres para obtener el reconocimiento social de su entorno familiar, labo-UDO GH ORV DPLJRV LQVWLWXFLRQDO \ SRU ~OWLPR OD SHUFHSFLyQ FDUHQFLDO GH VX IDPLOLD TXH HOODV PLVPDV DFDEDQ asimilando como efecto inesperado. PALABRAS CLAVEAdopción internacional, Ciudadanía, Donante conocido, Monoparentalidad, Procreación asistida. ABSTRACT
The rise of single‐parent families through nonmarital childbearing and adoption includes a growing number of women who are older and have decided to pursue motherhood on their own. The United States and Spain reflect this trend and offer an interesting comparison. In both countries becoming a mother entails similar experiences, including seeking compatible employment to balance work and family life. However, women in Spain are politically active and want family diversity to be socially acknowledged, whereas single mothers in the United States are not politically active and want to blend in with other middle‐class families.
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