La educación social en los extremos: justicia social y paradojas de la práctica.

Gonçalves, Maria Neves; Brás, José Gregório Viegas; Dantas, Lucimar

doi:10.24140/issn.1645-7250.rle50.12

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“…The discussion we have followed up to this point, then, allows us to theorize the places in the institutions and the institutions as places. Several pedagogical experiences (Bossé & Solé, 2017;Fryd, 2012;Sánchez-Valverde & Montaner, 2020) have shown that acknowledging subjective singularities enables us to offer children and adolescents an educational place on the basis of which we can work toward the construction of relationships that boost their social and cultural integration (ASEDES, 2007). In contrast, institutional homogenization because of stigmatized social categories, in this case, "MENA," can give rise to rejection of socio-educational intervention.…”

Section: Ethical Approvalmentioning

confidence: 99%

Protection of unaccompanied child and adolescent migrants in Catalonia: Inhabited places, occupied places or non-places?

Vilà Baños,

Sánchez-Martí,

Freixa Niella

et al. 2024

Journal of Social Work

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Summary In response to the so-called “refugee crisis,” the Catalan regional government set up experimental services for children migrating without guardians, with the explicit aim of safeguarding their rights. With their continued arrival, however, overcrowding in the facilities and the youths’ educational and life prospects have become topics of fierce debate. This article investigates whether young migrants can live in the educational centers that host them. Basing ourselves on the distinction between occupying and living in a place, we call into question the conditions of non-life that, from the educational perspective, the reception system offers migrant youth. A qualitative study was undertaken to gather and triangulate the views of the young migrants ( n = 42), and that of their social educators ( n = 15), and of the management of the reception centers ( n = 2). Findings Despite efforts to put in place policies affording quality attention, a series of contradictions cause the system to favor the homogenization of outcomes rather than adequately acknowledging and addressing the youths’ individual needs. This added to the lack of resources mobilized, has yielded the result that the system that supposedly provides protection for minors, rather than being a lived-in place, has become a classical example of a non-occupied space. Applications Providing a habitable place depends on the pedagogical commitment of social educators and managers to offering these children the chance to build emotional ties with the center, so that it may become a proper place in the world despite the bureaucratic and structural hurdles.

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Section: Ethical Approvalmentioning

confidence: 99%

Protection of unaccompanied child and adolescent migrants in Catalonia: Inhabited places, occupied places or non-places?

Vilà Baños,

Sánchez-Martí,

Freixa Niella

et al. 2024

Journal of Social Work

View full text Add to dashboard Cite

show abstract

La educación social en los extremos: justicia social y paradojas de la práctica.

Abstract: Recensão crítica do livro de Sánchez-Valverde, C. & Montané López, A. (2020). La educación social en los extremos: justicia social y paradojas de la práctica. Valencia: Institut de Creativitat i Innovacions Educatives da Universidad de Valencia, 169 pp.

Cited by 1 publication

References 0 publications

Protection of unaccompanied child and adolescent migrants in Catalonia: Inhabited places, occupied places or non-places?

Protection of unaccompanied child and adolescent migrants in Catalonia: Inhabited places, occupied places or non-places?

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