Search

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

This paper reports a phenomenographic study exploring diverse understandings and experiences of teacher leadership among 12 members of the International Study of Teacher Leadership research team comprised of 20 academics located in 10 countries. Mind mapping and semi-structured, online interviews were used to explore the ways that the participants related with the phenomenon of interest: 'teacher leadership'. Phenomenographic analysis of interview artefacts revealed nine qualitatively different conceptions of teacher leadership in the study's outcome space across three broad domains: A: The school, school community and formal education system; B: The teacher leader's professional self; C: The broader historical, socio-political and global contexts of teacher leadership. In addition to providing a 'touchstone' for the team's ongoing research, these findings serve as an experiential framework for thinking about teacher leadership, potentially encouraging more inclusive, more complete and richer understandings of the phenomenon.

Talking about culture in the field of teaching foreign languages is not a new topic, but talking about interculture and interculturality is a subject that is now gaining a lot of interest in the field of ELT. Especially in the last two decades we have witnessed the growth of publications in this regard. We find all kinds of publications, but we are still having seeing the same fundamental questions that become relevant in these times of change: what we teach, who we teach it to, why we teach it, and how we teach it. These questions have always been relevant for language teachers, but today they have become even more meaningful since we are living in different times, times marked by unexpected political changes, strong economic pressures, and an unreasonable need to homogenize and standardize all the processes of teaching and learning. We must think collectively from new (postmodern) paradigms, empower ourselves, and begin to change our pedagogical practices. The aim of this paper is to share reflections on what foreign language teaching should be and how we should be thinking about culture and interculturality in our classrooms. This is an invitation to think about the need to interculturalize the teaching of the foreign language.

Based on a case study from southwest Colombia, this paper provides hopeful example of an intercultural social movement popular education initiative which brings together social movements across territorial, political and cultural borders in order to generate unity and collaboration between these counter-hegemonic forces in the southwest of Colombia. It examines the learning and knowledge which have emerged from this initiative, led by a small, radical human rights organisation called Nomadesc, which over the course of two decades has brought together activists from diverse movements and territories across southwest Colombia in order to empower them to deal with the violent context, reimagine alternatives, and strengthen and interweave their struggles.

With global conflict currently riding at its highest levels in the past 30 years, the international community has recognised the importance of engaging young women and men in shaping lasting peace. In 2015 the United Nations Security Council passed a ground-breaking resolution, Youth, Peace and Security: Resolution 2250 (United Nations Security Resolution 2250, 2015). This urged member states to increase inclusive representation of young people in institutions to establish mechanisms for the prevention and resolution of conflict, and to counter violent extremism. Youth were finally recognised as 'the missing peace' in the role of global peace processes. The United Nations acknowledged the potential for good of these 1.8 billion young people who, on a daily basis, seek creative ways to prevent violence and consolidate peace across the globe in devastated and conflict-affected societies. Technology-based peacebuilding practices, collectively known as Peacetech, were enshrined as a route forward in this complex task. Peacetech, combining the strategic use of technology in peacebuilding practice, has been pioneered as one pillar of Resolution 2250. Post-conflict education programs often deliver Peacetech's technology-based peacebuilding programs to post-conflict youth groups. This paper on Peacetech is divided into three parts. First, it outlines the definition and goals of Peacetech. Secondly, it outlines the definition and goals of Peacebuilding and outlines the significant role post-conflict education can have in peacebuilding. Thirdly, it highlights three Peacetech case studies evaluated in the field by the author. Overall, it is hoped that the paper will enthuse researchers in both the education and development fields to engage in further extensive research on post-conflict education.

This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities' necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.

This paper describes the process English as a foreign language university students and their teacher underwent when engaging in critical literacy practices. Interviews, focus groups, questionnaires, students' artifacts, and the teacher's journal were used to collect data in this study. Findings suggest that when students engage in critical literacy practices, they are prone to reflect on the power they have as agents of social change, while developing language skills. However, teachers should be ready to encounter some resistance from students and to struggle with the incorporation of critical perspectives in their lessons, which is understandable considering the emphasis grammar mastering has traditionally had on language teaching and learning.

Drawing on a larger study of the current state of affairs of English language teaching (ELT) in rural Colombia, this paper interrogates the social impact which education policies promoting English have been associated with. Informed mainly by Nancy Fraser's theory of social justice, I analyse teachers' narratives (obtained through interviews and teaching biographies) in an attempt to point at specific issues that need to be considered, in order to more truthfully account for social development through education policy. In doing so, from the angle of ELT in rural contexts, the paper examines where it is that rural regions stand in terms of cultural and socioeconomic arrangements operating in the country. It is suggested that in order to really make ELT policy socially impactful, these wider cultural and socioeconomic arrangements need to be examined, questioned and indeed integrated into policy making.

Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.

Colombia has joined the international movement of countries which, under the impulse of the United Nations Educational, Scientific and Cultural Organization (UNESCO), are looking to integrate global citizenship education (GCED) into their educational system. However, being a recently emerging initiative, the characteristics and possible effects of GCED have not been discussed sufficiently in academia, nor among policy makers. This paper presents a critical discourse analysis of the most recent antecedents of GCED to be found in Colombian education policy. It thereby contributes to the national and international debate surrounding the integration of GCED in contexts that differ from those of Western and 'developed' countries, which have been the main focus of GCED research and interventions to date. It is argued that, in the case of Colombia, educational initiatives that are based on critical approaches to GCED should be recuperated and strengthened, since these initiatives provide powerful clues for a truly transformative integration of GCED in the country.

Within feminist geography, there is a growing consensus on the need for research to contribute to social change and transformation beyond the academy, and increased emphasis on the co‐production of impact. In this paper I critically reflect and report on how I co‐produced impact with a participatory audio‐visual research project, conducted in collaboration with women in Bogotá and Medellín and researchers and filmmakers based in the UK and Colombia. I focus particularly on co‐producing 'impact‐in‐process', which builds participants' capacities, creates spaces of reciprocal learning and increases participants' confidence and sense of ownership both during and beyond the research process. Yet, while co‐producing impact‐in‐process benefits research participants and has the potential to contribute to social change and transformation, this form of impact is rarely recognised as such. [ABSTRACT FROM AUTHOR]

Copyright of Revista Direito GV is the property of Fundacao Getulio Vargas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Colombian girls are not encouraged from playing sport due to gendered roles that idealize girls as "delicate" and reserve sport as an activity for boys. Since the early and mid-2000s girls living in two marginalized communities in Colombia have had the unique opportunity to participate in a sport for development and peace organization. Drawing on six months of ethnographic research, this paper explores how these young women are negotiating gender through their complex and limited participation in the organization. We argue these young women display an ambivalent position towards femininity and practice implicit feminism, which challenges gender norms. However, despite their feelings of agency and a creation of a "new" normal within their social bubble, evidence reveals traditional social structures continue to maintain the gender status quo. [ABSTRACT FROM AUTHOR]

This paper discusses the complexity of contemporary struggles for collective health in Colombia, by analysing the efforts of different actors to inscribe abortion as a matter of public health and as a human right. In 2006 the Colombian Constitutional Court (Sentence C 355 of 2006) partially decriminalised abortion in specific circumstances. Such a change in regulation was the result of the strategic coordination of international organisations, researchers and women's social movements. These groups produced a powerful network of international regulation and epidemiological data about abortion's mortality and burden of disease in order to move the discussion from the moral field to public health and international law. Despite the significance of the sentence in terms of civil rights, ten years after the regulation there is no clarity about its impact. Conservative sectors within the government have limited the operation of the regulation, through eliciting convoluted rules for hospitals and care providers. On the other hand, data about safe abortions are weak and precarious. Recently groups opposed of abortion have exploited such weakness to undermine the impact of the decriminalisation and to criticise the justification of legalising abortion as a matter of public health. [ABSTRACT FROM AUTHOR]

This paper presents the participatory visual research design and findings from a qualitative assessment of the social impact ofbazucoand inhalant/glue consumption among street youth in Bogotá, Colombia. The paper presents the visual methodologies our participatory action research (PAR) team employed in order to identify and overcome the stigmas and discrimination that street youth experience in society and within state-sponsored drug rehabilitation programmes. I call for critical reflection regarding the broad application of the terms ‘participation’ and ‘participatory’ in visual research and urge scholars and public health practitioners to consider the transformative potential of PAR for both the research and practice of global public health in general and rehabilitation programmes for street-based substance abuse in Colombia in particular. The paper concludes with recommendations as to how participatory visual methods can be used to promote social inclusion practices and to work against stigma and discrimination in health-related research and within health institutions. [ABSTRACT FROM AUTHOR]

Civil society engagement around health care and population health improvement is an important driver towards Health for All. Research can improve the effectiveness of health activism by examining the resources, structures and strategies of civil society engagement. However, research to support such engagement faces epistemological and methodological challenges which call for specific research strategies. A four year multi-country study was undertaken by the People's Health Movement, a global network working for health for all. The research took place in six countries (Brazil, Colombia, DR Congo, India, Italy, South Africa) and globally, and was directed to understanding five domains of civil society engagement: movement building; campaigning and advocacy; capacity building; knowledge generation, access and use; and engaging with governance. The research plan and methods of data collection and analysis were tailored to address the objective of improving activist practice, while negotiating research challenges identified during the design phase. Results include insights into the practice of civil society engagement in relation to the five domains of activist practice, as well as experience gained in managing six methodological challenges which we describe as: making meaning, aligning research and action, managing power relations, valuing experiential knowledges, chaos and contingency, challenging preconceptions. Researching activism can produce useful insights into practice as well as support continuous improvement in the effectiveness of such activism. However, there are significant methodological challenges that can be addressed through appropriate strategies. More research, building on the approach described in this paper, can contribute to more effective civil society activism for health. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios de Derecho is the property of Estudios de Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Antípoda is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Transformation deconstructs capitalist modernity and constructs postcapitalist realities. • Evidence of these processes in the territorios campesinos agroalimentarios movement. • A research agenda that calls for plural engagement across the social sciences and humanities. Theorizations of sustainability transformation have foregrounded the construction (making) of novel socioecological relations; however, they generally have obscured processes of deliberate deconstruction (unmaking) of existing, unsustainable ones. Amidst ever more compelling evidence of the simultaneous unsustainability and continued reproduction of capitalist modernity, it is misguided to assume that transformation can happen by the mere construction of supposed 'solutions', be they technological, social or cultural. We rather need to better understand whether and how existing institutions, forms of knowledge, practices, imaginaries, power structures, and human-non-human relations can be deconstructed at the service of sustainability transformation. This paper demonstrates the usefulness of a lens that attends to processes of making and unmaking in sustainability transformations through an analysis of an ongoing sustainability transformation, the territorios campesinos agroalimentarios (TCA) endogenous territorial figure and peasant movement in Colombia. TCA is transforming territory beyond capitalism on the basis of relational ontologies and principles of autonomy, dignity and sufficiency. This paper identifies processes of unmaking of capitalism in the TCA and demonstrates how they are concretely entangled in the construction of post-capitalist realities. This paper sketches a research agenda on sustainability transformation that is sensitive to and theoretically equipped for the analysis of transformation as a multifaceted, multilevel process that entails the deconstruction of capitalist modernity and the construction of post-capitalist realities. Central to this agenda is a plural engagement with theories of social change from across the social sciences and humanities, which have not previously been mobilized for this endeavour. [ABSTRACT FROM AUTHOR]

Art for social justice has long challenged notions of whose stories are told, how, and by whom, positioning it as a key body of practice to combat neoliberalism and other structures of domination. In the global struggle for liberation, art and social justice practices must be contextualized, requiring approaches and pedagogy that address the cultural landscapes in which they are rooted. Against this backdrop, the artivist-authors explore two questions: 1) In what ways do practices in the arts and social justice differ and intersect across cultural contexts? and 2) What lessons can be gleaned from grassroots and systems-level approaches to arts for social justice? Here, three vignettes, explored through Chicane testimonios and story circles rooted in Black and Indigenous theater practice, elucidate approaches to building creative justice in the landwaters colonized into Colombia, Rwanda, and the United States. Across these three vignettes, questions of practice and lessons learned emerge. [ABSTRACT FROM AUTHOR]

This paper compares coca with mainstream agrarian economies in Colombia. It shows that the country's legal and illicit sectors share several fundamental characteristics and processes. Due to its very illegality, coca is endowed with positive characteristics that are not easily found elsewhere: it is a productive - even in the absence of basic public goods -, familial, labor intensive, smallholder agriculture, relatively resistant to monoculture. Furthermore, different processes of social change have mitigated some of the typical problems of agrarian frontiers linked to global markets. In turn, its illegal status also imposes extreme costs over peasants and other social sectors. On the one hand, due to coca producers can escape from the "reproductive squeeze" and extreme pattern of land concentration that affect other peasants; on the other, coca becomes an unending source of risk and distress. This contradiction puts peasants in front of very tough tradeoffs, which in turn demand a careful reconsideration of what "alternative" development can mean in the Colombian context. [ABSTRACT FROM AUTHOR]

One of the sectors that are being challenged to become circular is the clothing sector. Clothe swapping is considered as an example of a circular solution that enables slowing material loops. However, consumers have failed to widely engage in this type of practice and only a few studies explore this topic using a social practice perspective. This theoretical approach bridges individual and structural approaches to social change. In this study we explore why people in an emerging economy such as Colombia engage in clothe swapping, by exploring it from a social practice perspective. Based on interview and visual data, we explored the configuration of the practice, the interaction between elements, and the reasons why it recruits practitioners. We found that people participate in clothe swapping for economic, environmental, and innovative reasons. In order to perform the practice, three types of elements are involved: material elements such as clothes and place, skills for selecting and preparing the clothes for exchange and rules regarding these materials and behaviours during the event, and images and meanings. We characterised three interconnections between these elements that have been used to enable the practice, and finally, we explored how the participants' networks, histories, and capitals; the social significance of the practice; and its connections to other practices influence recruitment. This approach allowed us to identify paradoxes between the purpose and the implementation of the practice. Future research could use this perspective to compare cases in different socio‐economic context. [ABSTRACT FROM AUTHOR]