Becoming a strainer school: schooling dynamics of students with disabilities in the urban poverty contexts in the Metropolitan Region of Buenos Aires

Schwamberger, Cintia; Grinberg, Silvia

doi:10.19137/praxiseducativa-2020-240204

Cited by 4 publications

(4 citation statements)

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“…21,164 was passed in Chile forbidding schools to expel students who do not take their prescribed medication for ADHD, known as the ‘Ritalin Law’. The findings of this study provide further evidence that supports this law, given the higher frequencies of early exclusionary school discipline practices that are known to ‘push out’ certain students in the medium and long term (Grinberg, 2020; Wymer et al, 2022).…”

Section: Discussionsupporting

confidence: 64%

“…Internationally, the results align with research documenting disproportional punishment in schools for students with disabilities (Annamma et al, 2014; Camacho & Krezmien, 2019; Skiba, Chung, et al, 2014b). The disproportional representation of boys with ADHD, taken with this study's findings that female gender and high SES appear to be protective against exclusionary discipline practices, provides support for a critical socioeconomic model of disability as a socially constructed category derived from labour relations and produced through the exploitive structure of capitalist economies and societies, which oppress these bodies as part of the necessary conditions for the accumulation of wealth in the ruling classes (Bocchio et al, 2020; Grinberg, 2020).…”

Section: Discussionmentioning

confidence: 52%

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Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

López,

Allende,

Bosch

et al. 2023

Research in Spec Educ Needs

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Although inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds‐ratio increase from 30% to nearly 150%, with higher rates for low‐SES students with ADHD. These findings suggest that in Chile, student‐level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion.

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Section: Discussionsupporting

confidence: 64%

Section: Discussionmentioning

confidence: 52%

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

López,

Allende,

Bosch

et al. 2023

Research in Spec Educ Needs

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“…Different research shows that the economic, cultural and employment opportunities of families influence the academic success of children and adolescents in general [23][24][25], and the development of language skills in particular [26][27][28][29]. Therefore, it is necessary to extend educational experiences to other expressive possibilities, enhancing other communicative competences that are usually silenced [30]. Likewise, focusing educational practice prominently on reading and writing limits the development of human potentialities, which can be used in other languages, such as the artistic one.…”

Section: Education and Artistic Workmentioning

confidence: 99%

Agüita: Educational Commons, Arts and Well-Being

del Moral-Espín,

Serván-Melero,

Gallego-Noche

et al. 2024

UNIPA Springer Series

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This chapter focuses on a specific experience of educational commons: the Agüita creative workshops in Seville and Jerez de la Frontera, two Andalusian cities in the south of Spain. They are afterschool workshops for young people whose focus is listening to the participants and collaborative work through art. Specifically, this chapter addresses how artistic work nourishes and reinforces the tripartite structure of the commons and favours the practices of caring, cooperating and sharing, which are fundamental in developing the educational commons. To this end, four specific actions developed within the framework of the workshops are presented. In some of them, the sessions are open to specialists and artists who share their knowledge and dialogue about the processes of knowledge generation and artistic production with the young people. In others, it is the young people who go out to investigate and propose actions for intervention in the public space through art. In both cases, actions are guided by the logic of care and the promotion of well-being on different levels.

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“…Coincidiendo con la investigación de Borzi, Sánchez Vázquez y Talou (2019) en que la inclusión requiere de cambios en las perspectivas, en las políticas y en el desarrollo de prácticas inclusivas. Los datos producidos dialogados con otras investigaciones, también de la región (Schwamberger y Grinberg, 2020;Cobeñas, 2020), han permitido identificar cómo las escuelas habitan las tensiones entre ser escuela colador, excluyente y, al mismo tiempo, ser dispositivo de atención de las complejidades, de producción de amorosidad y contención.…”

Section: Berissounclassified

Discapacidad, infancias y desigualdades en el Gran La Plata

Danel

2021

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El artículo desarrolla reflexiones generadas en el marco de una investigación sobre discapacidad, infancias y pobreza en el territorio del Gran La Plata, provincia de Buenos Aires, Argentina. En el mismo, se desarrollan intersecciones analíticas sobre trayectorias vitales de niños/as en situación de discapacidad en contexto de pobreza, y se tematiza sobre los procesos de inclusión social de las infancias e intervención social, a la luz de las barreras que producen a la discapacidad. La misma, es pensada y abordada desde el modelo social, incluyendo anudamientos singulares que se efectúan en nuestra región. La investigación se desarrolló con metodología cualitativa y diseño descriptivo. Se efectuó revisión bibliográfica hermenéutica de estudios anteriores, análisis de datos estadísticos, análisis de documentos, observación no participante y entrevistas en profundidad. La investigación mencionada permitió identificar cómo la discapacidad medicalizada y mercantilizada se hace presente en las construcciones de vida de los/as niños/as y en las producciones de los futuros posibles. Además, se pone en evidencia la crianza y cuidados feminizados y las marcas de la desigualdad en los mismos.

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Becoming a strainer school: schooling dynamics of students with disabilities in the urban poverty contexts in the Metropolitan Region of Buenos Aires

Cited by 4 publications

References 0 publications

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

Agüita: Educational Commons, Arts and Well-Being

Discapacidad, infancias y desigualdades en el Gran La Plata

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