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This study focuses on the relationship between menstruation and the schooling experience of female adolescents in Peru from an ecological and gender approach. Qualitative data were collected from rural and urban areas through individual interviews and participatory activities with 277 participants, including adolescents and key informants. The participants were chosen through convenience sampling in 11 schools. The results were tripartite: (1) most adolescents experience fear and shame related to menstruation because of gender meanings about the menstrual body; (2) there is bullying and aggression associated with menstruation by male peers in the school grounds; and (3) the issues of menstruation in the institutional context are not sufficiently addressed in public policy, teacher training and provision of sanitation facilities. Therefore, a critical revision of the gender norms that place female adolescents at a disadvantage in school grounds is urgent in addition to improving water and sanitation infrastructure and maintenance.

The study examines the role of children as producers, distributors, and consumers in the digital realm. Additionally, it also explores class and gender identities they create and perform in this modality. We focus on young female YouTubers (8-11 years old) from Peru, a country that has experienced significant economic expansion in the first decades of the 21st century. The study analyzes 40 videos created by five girl YouTubers. The discussion addresses the economic role children perform in the digital economy as they produce value through content creation, distribute goods, and engage in globalized consumption. The paper also discusses the ways girls display gender and class identities in their products and their consumption patterns. Throughout the analysis, we use the key concept of children's agency; the discussion reveals both the concept's reach and limitations in the context of consumer culture, gender regimes, and neoliberal policies.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Applying an ethnographic approach, this study examines recently implemented scholarship programmes for Indigenous people in private higher education (HE) institutions in Peru. Interviews with students and staff, participant observations, and participatory activities reveal distrust of scholarship holders by government staff and programme regulators, who exercise various surveillance and control mechanisms. Staff at private universities hinder cultural diversity among students through segregation or integration strategies to deal with Indigenous students, thereby curtailing an intercultural approach. Indigenous students ask for more integration activities and intercultural dialogues as they claim a lack of adequate support programmes and real inclusion, which leads to higher dropout rates. This study contributes to the recovery of students' voices and concerns by unveiling persistent inequalities in HE. The findings have implications on policy design that take for granted problematic assumptions riddled with colonial prejudices and privatisation ideologies within the field of HE. [ABSTRACT FROM AUTHOR]

This paper focuses on rural and indigenous girls and their mothers in Peru, examining how they position schooling and education in their current life and future aspirations, in order to better understand girls' increasing participation in education. It is argued here that the high educational aspirations girls and their families have are not only related to the desire to overcome poverty and marginalisation but also to oppressive gender relations. The widening of female roles available to young rural women is impacting on their identities and life projects. The paper shows that these processes are not purely individual but intertwined with intergenerational agreements, family projects, and shared understandings of the changes needed to improve the life of young women, revealing important transformations in rural and indigenous families. The paper analyses qualitative data from boys and girls in three settings and focuses in more detail on three in-depth case studies. (Contains 2 notes and 2 tables.)

This paper analyses a "critical moment" in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance.

This article explores distinctive features of a 5-year international education development project set in rural northern Peru (PROMEB, the "Proyecto de Mejoramiento de la Educacion Basica"). Grounded within a partnership between teacher educators from Peru, Mexico and Canada, and rural Peruvian teachers, students and their communities, we offer reflections on a teacher education initiative which sought to support action-orientated inquiries as a mechanism for school/community development. Set against a background of poverty, hunger, isolation and an "educational crisis", we outline our pedagogy and describe two projects. We then reflect on the influences of our engagements and on associated tensions and ambiguities in our methods. We hope that such discussions might offer insights for others involved in international school/community development projects of this type.

Copyright of Confluenze. Rivista di Studi Iberoamericani is the property of Universita di Bologna, Dipartimento di Lingue, Letterature e Culture Moderne 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.)

What are the limits of childhood? When does it start and when does it end? Does it happen at the same time for girls and boys? What impact do physiological processes have? What impact do social institutions such as the school have? These questions, all too familiar to many childhood researchers, emerged again when researching menstruation in four different regions of Peru. This paper focuses on one of them, Ucayali, where I reconsider research conducted in previous years in different communities in the light of more recent work. The aim was to examine the characteristics of childhood among the Shipibo people, with a particular focus on girls, and how a biological process such as menstruation implies social representations and actions, and reflects gender norms. Results show an imaginary in which sexual maturation and the possibility of being a mother signals the end of childhood, entering a period of danger and the need for greater control, which is not present for boys of the same age group. Since this is such a defining process, there is a strong lack of information on menstruation among girls, as well as gaps and silence in school that contribute to the reproduction of such a lack of information. Fear and embarrassment, fuelled by lack of information, reduce girls' assistance or restrict their participation in the school when menstruating, which in turn negatively affects school experiences and learning, reproducing and strengthening gender inequalities during childhood. [ABSTRACT FROM AUTHOR]

This article presents the Peru results as part of the Multi Country Study on the Drivers of Violence Affecting Children. The article provides an overview of the Peruvian context, the methodology of the study and research results and impact attributable to both the Study’s products and its processes. Results show a high prevalence of violence against children in Peru and various factors that contribute to this situation. The article also examines an action-oriented, locally led approach that served to transform decision-making (from denial to acknowledgement) to make visible how violence affects children in the country. The article concludes by examining the governance of the Study, based on the relationships built among key stakeholders and how it ultimately opened the space for open discussion of research results and change in public policy and practice to confront and prevent violence affecting children. [ABSTRACT FROM AUTHOR]