¿Descolonizar la sociología? Reflexiones a partir de una experiencia práctica

Altmann, Philipp

doi:10.14516/fde.719

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…For this paper, we selected 15 in-depth interviews (Saltalamacchia, 1992) with educational agents -teachers and authorities from both foreign teachers' categoriesbetween 2017 and 2020. The schools selected are 8 binational institutions located in the city of Buenos Aires.…”

Section: Methodsmentioning

confidence: 99%

Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina

Mayer

Gottau

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter seeks to analyze the reasons why binational schools house foreign native speakers’ teachers as part of their staff and the reasons that make foreign residents work in binational schools in Argentina. We developed a multiple case design to predict similarities or contrasts based on arguments that explain these differences (Yin, Case study research: design and methods. Sage, Thousand Oaks, 2003) and conducted 15 in-depth interviews with educational agents – teachers and authorities – from binational schools, between 2017 and 2020.Our findings show that divergences in ‘career paths’ are marked by different contracting mechanisms: while foreign teachers are recruited through specific networks and enjoy economic privileges similar to diplomatic corps, Argentine teachers receive their salary in the local currency and according to national parameters. From these material advantages other symbolic ones will land. By creating a sense of belonging to an endogroup, some foreign teachers have the power to set the values and identities that create meaning within the school. This ‘minority though elite’ group of teachers finds a fertile soil in the school ethos of binational schools, closely in line with cultural diplomacy. We conclude that binational schools tend to legitimate their added value through the hiring of foreign teachers, and foreign teachers find solid ground for a successful career path, granted by their place of birth, and by the credentials derived from educational paths that have proved to be advantageous for specific institutional projects.

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Section: Methodsmentioning

confidence: 99%

Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina

Mayer

Gottau

2023

To Be a Minority Teacher in a Foreign Culture

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“…Moreover, such intellectual efforts have been especially welcomed in the social sciences, where they have increasingly played a role as a set of conceptual references for articulating self-reflective critiques. In this sense, efforts to decolonize the social sciences and, more specifically, the disciplines of anthropology (Harrison, 1997; Pels, 2018), sociology (Altmann, 2020; Connell, 2018), and history (Coronil, 1996; König, 2000) have become more recurrent.…”

Section: Decolonial Thought and The Social Sciencesmentioning

confidence: 99%

Questioning the quest for Pluralism: How Decolonial is Non-Western IR?

Viramontes

2022

Alternatives: Global, Local, Political

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Since early 2000s, scholars of international relations have been questioning the Western-centrism of their home discipline and, in a quest for pluralism, have been envisioning ways of conceptualizing the world beyond the West. At the same time, an intellectual movement known as modernity/coloniality research collective has been critically reflecting about modernity and its often-neglected counterpart, coloniality, to resist universalism and to decolonize knowledge. Engaging with the attempts to procure pluralism in the discourse of international relations, the purpose of this article is to question the different perspectives of non-Western international relations from a decolonial angle to identify intellectual projects that could lead to decolonizing the discipline. In its discussion of how decolonial non-Western IR theory is, the article argues that while some perspectives within the subfield openly reject or simply ignore the concerns raised by decolonial thought, others put forward intellectual projects where decolonial arguments resonate. Hence, rather than characterizing the subfield in general terms, the article distinguishes those perspectives that are attentive to the need of generating a true dialog among knowledges and, by so doing, it contributes to critical scholarship within international relations.

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Decolonization of Knowledge, Data and Information

Tarango

2025

Encyclopedia of Libraries, Librarianship, and Information Science

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¿Descolonizar la sociología? Reflexiones a partir de una experiencia práctica

Cited by 4 publications

References 2 publications

Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina

Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina

Questioning the quest for Pluralism: How Decolonial is Non-Western IR?

Decolonization of Knowledge, Data and Information

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