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In this article we study the particularities of editorial practice in contexts of confinement in Argentina through the systematization and analysis of five publications, already published or in the process of being published, which were formulated within the framework of pedagogical-political practices carried on by the Prisons Extension Program of the Philosophy and Literature Faculty of the University of Buenos Aires. These five cases will be addressed in order to observe what meanings guide the editorial processes through the marks imprinted on them by the specificity of the writing that summons them and the territory to which they belong. Publishing in the context of a pedagogical project developed by the university configures collective territories where writing and publications can display and carry plural voices, which are strengthened in that plurality forged in the heat of individual and collective subjectivation processes made possible by education and writing. Editorial practice is inseparably intertwined with actions aimed at defending rights, narrating lived experiences and building a collective history which are part of the desires and expectations regarding publication. [ABSTRACT FROM AUTHOR]

The aim of this paper is to show those situations that teachers and students of the baccalaureate subsystems of the National Autonomous University of Mexico identified as problematic and whether this selection is related to aspects of belonging to the subsystem or to the profile of those who responded. The method used consisted of a survey applied to a sample of n=854 teachers and n=9,285 students. The data were analysed using descriptive statistics, in addition to a binary logistic regression analysis. The results show that in the case of the teachers, the subsystem is not predictive in relation to the problems they identified. While in the case of the students, the subsystem and gender are predictive variables in the choice of situations as problematic. These results are valuable because they help to understand how teachers and students at this level experienced the pandemic based on their profiles, which allows us to build proposals for attention in post-pandemic times. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze, based on a local experience, the tensions arising from the interaction between educational practices, access to rights, and the bureaucratic dynamics of penitentiary institutions, disciplinary administration, and punishment. The methodology employed was based on a qualitative and interdisciplinary approach, primarily involving active and participatory observation, emphasizing the concept of 'being there' in the field of study. Additionally, in-depth interviews were conducted with local agents, and documentary analysis was used to enhance the understanding of the dynamics under study. The results highlight the numerous challenges involved in the development of this practice in penitentiary environments for both students and teachers. This practice is hindered by institutional violence and the prioritization of security over rights, despite the rhetoric of regulations and even the penitentiary authorities acknowledging the rights of detainees. In this context, self-management and activism have become essential tools to facilitate access to education. In conclusion, educational practices in penitentiary contexts as a human right constitute a complex experience riddled with conflicts and contradictions. [ABSTRACT FROM AUTHOR]

This work proposes to research the meanings constructed by prison authorities about the socio-educational practices implemented by institutions, organizations, and heterogeneous actors in contexts of punitive confinement, and their relationship with the construction of the prison order. Institutionalized and formalized spaces such as primary and secondary education, experiences organized by university actors, and "non-formal" educational practices, compose the contemporary educational-prison framework. The central hypothesis is that the definitions of prison managers, introducing differentiations, hierarchies and evaluations, manage to enroll educational practices as substantial devices for the construction and legitimization of the prison order. Legitimation process that gain a weak character, given by three interrelated dimensions: degrees of institutionalization, statehood and criticality that the authorities recognize in the educational actors involved. Starting from an interpretative paradigm, this paper will focus its empirical references on observations and in-depth interviews with directors of three prisons, two for men (one medium security and the other maximum security) and one for women, but it falls within the partial results of a research project carried out during the period 2018-2022, in five prisons in the south of the province of Santa Fe (Argentina). [ABSTRACT FROM AUTHOR]

This paper exposes a theoretical approach proposal for the analysis of social inequalities through the notions of socialization and subjective experience, from a comprehensive sociology and Schutz's phenomenological perspective. The intention is to emphasize the subjective dimension in the phenomenon of inequality, which refers to the naturalization that occurs through the mental categories that we use to look at and build the social world, and that results in an aspect that strongly adds to structural conditioning of this problem. In particular, it is proposed to study this phenomenon in the context of high school, since it represents a particular period of life in which teenagers appropriate identity categories and in relation to the social order in which they operate. The results, from this approach, propose to rescue the role of the educational institution in the subjective incorporation of this problem, and, with it, address school practices and their objective effects on the lives of students. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to discuss and highlight intercultural inductive methodologies with the aim of giving voice to lead actors in the social transformation processes. In this way, non-conventional methods such as childrenauthored photography, photovoice and living maps are some alternatives to decolonize traditional pedagogies in order to reach a cross-comprehension and to foster dialogue. The paper is largely based on two projects that come "from below", from the actors themselves, in close collaboration between indigenous educators, children and academics. We discuss how these projects have turned to such methodologies and analyze their possible value, not only as a research strategy but also as a useful tool for fostering new educational practices in order to make visible other ways of understanding the world. [ABSTRACT FROM AUTHOR]

Using the New Rurality approach as conceptual framework, this paper analized the participative and deliberative process of developing a Proyecto Educativo Institucional (PEI) (Institutional Educative Plan) in a rural school in Tranapuente, Southern Chile. This research uses a qualitative design to study the relation between the school of Tranapuente and the rural communities where the school is located, describing the products of the process: Mission and vision of the school, main curricular areas (diversity, intercultural, relation school community and participative management of the schools). Finally, this paper analyzes how these products are conditions to rebuild the purpose and meanings of the school with the final purpose of improve curriculum and intercultural learning of the students. [ABSTRACT FROM AUTHOR]

A growing body of research confirms the importance of the family-school relationship during the early and elementary childhood education; however, scant research has addressed this topic with regard to high school education. This paper focuses on the concept of family involvement in education and explores its relationship to high school students' outcomes; it assumes that family involvement in education remains central in this stage, adolescence, as students continue to grow up, as well as for its strategic role in promoting school retention in this level of education. This review relies on the Epstein's model, which suggests different levels of family involvement; it also points out family and school practices that promote students' outcomes. Based on this, we analyze some strategies identified in the literature that may be helpful for Mexican high schools in order to improve family involvement, which in turn could contribute to face one of the challenges of this educational level: high school students' retention. [ABSTRACT FROM AUTHOR]

The present work is part of a post PhD research which main purpose was to analyze: what types of relationships are stablished in the process of inclusion of students with disabilities? The objective of this paper was "To characterize the relationships that have been built from the experience of educational inclusion of students with disabilities from the teachers' perspective", approached from the relational aspect in the experience of 41 teachers who have attended students with any disability during their teaching practice. The methodology was qualitative, the tool used was a questionnaire composed by seven open questions, the answers were analyzed, using some elements of coding and categorization proposed by the Grounded Theory. The results are about that relationships can be thought of from three characteristics: relationships whit an interest sustained by a technical sense, relationships based on an interest with a practical sense and relationships sustained with an interest with a transforming sense. [ABSTRACT FROM AUTHOR]

This study analyzes the representations that elaborate high school students about the intercultural educational project that has been developed by their school in Santiago, Chile. The research presents a qualitative methodology based on interviews, conversations, and observations framed in ethnographic fieldwork carry out in the school for three years. This paper will examine the contradictory process of categorization and differentiation that a school perform about students identified like potentially discriminated subjects. Then, it is analyzed the representations elaborated by students about the intercultural project of their school. Although the main aim of the analyzed educative project was to reduce the possibilities of discrimination to students, this study shows the complexity of the process developed by schools to manage the existing diversity on classrooms does arise not only a new school climate but also tensions, contradictions, and various symbolic appropriations among members of the school community. [ABSTRACT FROM AUTHOR]

This paper aims to make a balance of the magnitude and dimensions of the high school dropout, using some theoretical contributions and a review about the main Mexican policies. Oriented by a qualitative methodology, based on the theoretical review, the recovery of fundamental statistical information and the systematization of experiences of policies and programs oriented to the prevention of abandonment in the high school, an analytical framework was generated to organize and analyze the main government strategies, as well as the guidelines issued by the National Institute for the Evaluation of Education. The analysis finds a policy trend to address risk factors, mainly socioeconomic, but ignores fundamental issues such as the school environment and school integration. Therefore, some recommendations are proposed to strengthen public policy in the educational field, recognizing the heterogeneity of the causes of dropout. [ABSTRACT FROM AUTHOR]

This paper presents an exploratory study that analyzes the speeches media on the territorialisation of the episodes of violence in schools, in La Plata, Argentina, in the period 1993-2011. Given the characteristics of the object of inquiry the methodological approach was qualitative and the information is analyzed in the framework of the educational discourse analysis. Among the results, we observed that in the presentation of the episodes are delimited territorial boundaries and symbolic that associate the acts of violence in the school space differently. We conclude that the territorialisation form part of a stigmatization dynamic. [ABSTRACT FROM AUTHOR]

In Chiapas, a Mexican southern state, non-formal education spaces have increased rapidly after "Zapatista Movement" in 1994. Nevertheless, recently some scholars have questioned certain activities carried out in these spaces because they find contradictions in the struggle against social exclusion. In this research paper, we analyzed with a reflexive point of view and with a critical approach the results obtained in a study performed in one of these spaces of non-formal education in which social transformation is promoted as an answer for the social exclusion problem. Here, we pointed out the delicate line that exists between actions and discourses in these non-formal education spaces. To reach this goal, we worked with a critical intercultural perspective and thus, we carried out an exercise to re-thinking space, relationships and social-educative practices in Amalgama, A. C. (fictional name), a non-formal education space located in San Cristobal de las Casas, Chiapas. As a result, we found out, on one hand that in the space, in the relationships and in the social-educative practice of Amalgama, A.C. there are elements of the colonialcapitalist-patriarchal structure, and such elements are closer to the coloniality than we expected at the beginning. On the other hand, this exercise allowed us to recover the perceptions of the educators to re-signifying this space, relationships and social-educative practice to eventually make social transformations encouraged them since the decolonial pedagogical approach. [ABSTRACT FROM AUTHOR]

In this paper, we describe the socio-cultural and educational conditions of an intercultural bilingual school from the wixárika culture at Northern Jalisco. This study aims to explore how the pedagogical actions of the bilingual intercultural program are implanted in rural communities like Haimatsie. Therefore, we observed the didactic strategies used by native teachers for encourage the use of the wixárika mother language in the teaching and learning of literacy. The fieldwork of this ethnographic study was developed in three stages over three years (with stays of one month each school year). One of the findings is that the teachers of this school did not know the intercultural teaching strategies that the context required and they did not have enough bilingual linguistic command for teaching. [ABSTRACT FROM AUTHOR]

School knowledge in elementary level is presented through text books; these are part of the formal curricula, and a teacher's path to follow in several occasions. In our country many studies have been made regarding this matter, through different approaches. In this paper, our focus is to analyze the information about the notion of participation within 4th to 6th grade Citizenship text books, understanding that participation involves students as social subjects. Thus, a descriptive study was made with a content analysis method, based upon the analysis of extracts from three texts edited by the Secretariat of Public Education in Mexico. According to the previous study, the results show a predominance of a political dimension by repeatedly addressing democracy as a method of government supported by representation, which is given through indirect participation. Due to this analysis we can infer that participation is only valid under the mechanisms that said democracy establishes, and therefore we can realize the contradictions between the competencies that are expected to be learned and the information presented in the analysis sources. [ABSTRACT FROM AUTHOR]

The aim of this paper is to document a research project that was carried out in a rural indigenous school in Yucatan. The purpose of this study was to analyze from a critical perspective the school experiences in an indigenous rural school and the contribution of these for the intercultural education of children. The role of the school has been questioned; if attending school makes a difference in their lives or contributes to maintaining the conditions they live. Ethnographic design was followed. It framed the data recollection in three different interaction arenas and its key players: One teacher, parents and children. Results show that education policies are neoliberal framed. It maintains and reproduces exclusion structures to indigenous rural populations. Education policies, economic and social forces pressure the life of educational key player's and impacts them. [ABSTRACT FROM AUTHOR]

Return migration to Mexico is a growing phenomenon. According to the National Migration Institute, 1.6 Million Mexicans have been repatriated between 2010 and 2014. As consequence, hundreds of thousands of families are coming back to Mexico with their children. These children (transnational students), have grown up and studied in the United States. Today, they have to adapt to the Mexican school system, study in a different language, and learn different contents and cultural codes. This paper adds a new perspective to this research from critical applied linguistics by focusing on the educational challenges monolithic schools have to face. First, it offers a demographic description of transnational students in Mexico. Second, it focuses on their identity and linguistic challenges. Third, it discusses possible theoretical solutions, such as the creation of third intercultural spaces (Bhabha, 1994; Unesco, 2006) by including students' funds of knowledge (González, Moll & Amanti, 2005) or multi-competences (Cook, 2002). Finally, we conclude with a reflection on the necessity for Mexican schools to shift their educational paradigm to be able to face the challenges of a globalized world. [ABSTRACT FROM AUTHOR]

The prefix inter culture analyzed for several decades has triggered various debates and academic positions and defined "inclusive" education policies in response to cultural diversity; however, multiculturalism, rather than a conceptual polysemic category is analyzed here as interethnic and social practices between tsotsiles Q'anjob'ales, cohabiting in the same community. The aim of this paper is to analyze the scope, limitations, and conceptual and procedural challenges of multiculturalism and its articulation with social, cultural and educational practices in Nuevo San Juan Chamula, a multicultural community in the southern border of Chiapas, Mexico. It is organized into two themes: the first analyzes the different perspectives of analysis of multiculturalism and, second, identifies and analyzes some social and educational aspects from the concrete practices of indigenous people. This work is based on literature review, ethnographic observation at school, in the family and in the community and in interviews with tsotsiles and Q'anjob'ales community elders. [ABSTRACT FROM AUTHOR]

This paper describes and explains the emergence and development of the concept of educational justice in Iberoamerica. From the comparison of the production among three countries, it suggests various reasons to explain the emergence of this concept and the convergence in its recent development. On the one hand, due to the growing inequalities in society and education; on the other hand, because the conceptualization of educational justice has emerged to change actions and shape future expectations, which, generally, alludes to the equitable distribution of learning or knowledge relevant to contemporary society. Finally, it draws up the internationalization of national discourses, which have led to particular hybrids around the conception and the implementation of educational justice. It is concluded pointing out some convergent trend in speeches, but variation in practices derived from each national tradition. [ABSTRACT FROM AUTHOR]

This work aims to study the relationship of lifelong learning with other social and educational variables for the European Union framework. The latest objective is to determinate regularities of supranational abroad and to present a predictor of lifelong learning we call index of educational commitment. The European contextual dimension is relevant for the homogeneity accounting for this type of study and because it has been a particularly political redefinition of lifelong learning by the Strategic Framework Education & Training 2020. Furthermore, standardized and periodic sources are available for analysis. The main contribution of this paper is, therefore, an index of educational commitment that allows us to advance our understanding of the relationship between education and society with statistical foundation and determine the level of educational commitment in different frames and territorial scope. [ABSTRACT FROM AUTHOR]

This paper presents a contextualized research and analyzes the use of social media as a tool for learning in Higher Education between Mexico and South Korea. A comparative analysis by meta-analysis of major research works was conducted on the use of social media from the emergence of Web 2.0 to the rising and popularity of social networks. This study shows data describing the features and mechanisms of social media for learning, as purpose of use, technological environments, pedagogical strategies and the effect of learning. [ABSTRACT FROM AUTHOR]

This paper presents partial results of a qualitative study conducted in ten schools in five cities with high rates of crime and violence linked to organized crime in Mexico. Through the narrative of the protagonists, are revealed the consequences of economic and social violence in the possibilities of education, in the construction of identities, in risk management and school life. It documents how growing bewilderment, lack of explanations, hopelessness, feelings of insecurity, lack of governance in schools, the normalization of violence and teacher professional discomfort, since any effort seems to be insufficient when the crack basis on which the school was built as an instance of socialization and training. Along with this view almost catastrophic, presents the perspective of those who have found ways to resist with intelligence and keys to convert the challenges of violence both in conditions training opportunities for citizen action from the perspective of ethical management school. We describe best practices aimed at strengthening school life in the culture of peace in the con text of the application of the principles of dignity, democracy and human rights. [ABSTRACT FROM AUTHOR]

In this paper some of the difficulties that influence the appropriation of the discourse of human rights in schools are discussed. Supported in critical narrative ethnography of teachers and students is analyzed belonging to a high school. The reconstruction on the importance of the principle of minority as support the aims and strategies that are used today in shaping adolescent identifies. The importance of this principle is that it regulates the management of coexistence in high school opposed to a human rights approach to meaning. Deepening the understanding of their nature allow us to identify some of the challenges faced in training processes and intervention teachers. [ABSTRACT FROM AUTHOR]

This article tried to offer a political reading –in terms of educational policies– of 15 years of research on international migrant children and adolescents. From this investigative journey, the paper draws some lessons learned for defining the challenges the Mexican school system is facing or is going to face in the future. We mean challenges related with policies designing, curricular and planning definitions, training teachers (preparatory or in-service), content selection and/or school operation’s rules. The main source of our data is four surveys we conducted in Nuevo León, Zacatecas, Puebla, and Jalisco that allowed us to get information from students enrolled in elementary and mid-high schools. From the surveys, we estimate the volume of students participating in the international migration flows. The article focuses in three sub-populations: transnational students (those who have been enrolled in the U.S. and Mexican schools), binational children (those who were born in the U.S.) and children left behind (those who stay in Mexico while their parents and siblings are living in the U.S.). [ABSTRACT FROM AUTHOR]