Affective geopolitics: nation narratives from Colombian students in Chile

Martinez, César Augusto Ferrari

doi:10.1080/03057925.2020.1847045

Cited by 3 publications

(1 citation statement)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In each context, unique relationships are shaped between members of the migrant population, different ethnic groups and the rest of society ( Banks, 2016 ). However, different studies have shown that in both countries, immigrant students are constantly at risk of segregation and social exclusion, especially when they are from a low socio-economic family background and had a precarious schooling situation in their original countries ( Goenechea, 2016 ; Lara, 2017 ; Caqueo-Urízar et al, 2021 ; Martínez-Rojas et al, 2021 ; Martinez, 2022 ). Likewise, recent research indicates that in Chile and Spain, schools have usually been the setting where local cultures are taught, and often imposed upon immigrant students leading to them relinquishing their own culture and assimilating into the culture of the receiving country ( García-Yepes, 2017 ; Pincheira, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

et al. 2023

View full text Add to dashboard Cite

This research aimed to understand the role of after-school sports programs in social inclusion processes in culturally diverse contexts through a multicase study within two locations. The first location was in Spain where immigrant and Spanish students were enrolled, and the other was in Chile with Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs at both sites were similar in their educational focus on socio-educational values, and teaching models (hybridization of teaching games for understanding and cooperative learning) that enhance social inclusion. Using individual and group interviews with teachers, sports coordinators, parents, and students, a qualitative approach was used to identify the factors that facilitate or hinder the social inclusion processes. In addition, the researchers used qualitative observations of the programs over six months using “notes logbook” to record their impressions during the observation process. Results indicated that the implemented sports programs successfully facilitated social inclusion processes, enabling the development of interpersonal skills and relationships between students from different cultural backgrounds. The previous training and experiences of teachers in culturally diverse contexts, and incorporation of traditional sporting games from all cultures, seems to be an important facilitator factor for the inclusion potential of the implemented programs.

show abstract

Section: Introductionmentioning

confidence: 99%

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

et al. 2023

View full text Add to dashboard Cite

show abstract

University, neoliberalism and hegemonic bodies: narratives of international students in Chile

Martinez

2022

Gender and Education

View full text Add to dashboard Cite

Manifestations of affective nationalism and representations of national ‘others’ in literature education: An ethnographic study

Aristidou,

Zembylas,

Charalambous

2024

European Educational Research Journal

View full text Add to dashboard Cite

Situated in the conflict-affected Cypriot context, this paper aims to explore the affective dimension of nationalism as manifested in the representations of national ‘others’ in a Greek-Cypriot secondary school. Drawing on data from a linguistic ethnographic study looking at the negotiations of ethnic and intercultural education discourses, we focus on a series of classroom interactions discussing a poem written by a Turkish-Cypriot poet and how this text was interpreted by Greek-Cypriot students in focus group discussions. Our analysis shows how Turks and Turkish-Cypriots are affectively construed as national ‘others’, perpetuating dichotomies of ‘we’ and ‘they’. We also discuss the ambivalent feelings the particular poem brought, challenging hegemonic representations and feelings attached to those. The paper concludes with implications for education policies and practices.

show abstract

Affective geopolitics: nation narratives from Colombian students in Chile

Cited by 3 publications

References 41 publications

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

University, neoliberalism and hegemonic bodies: narratives of international students in Chile

Manifestations of affective nationalism and representations of national ‘others’ in literature education: An ethnographic study

Contact Info

Product

Resources

About