Red de Bibliotecas Virtuales de Ciencias Sociales en
América Latina y el Caribe
Por favor, use este identificador para citar o enlazar este ítem:
https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/183705Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.creator | Martorell Faus, Miquel | - |
| dc.date | 2021-01-19 | - |
| dc.date.accessioned | 2023-03-15T20:44:18Z | - |
| dc.date.available | 2023-03-15T20:44:18Z | - |
| dc.identifier | https://revistas.ucm.es/index.php/SOCI/article/view/70685 | - |
| dc.identifier | 10.5209/soci.70685 | - |
| dc.identifier.uri | https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/183705 | - |
| dc.description | Considering the scarce methodological literature on child migration and mobilities, as well as the incomplete approaches to the phenomenon, this article analyses the potential and limitations of a child-centred participatory technique used in a study about child mobility in the Barcelona metropolitan region. It consists on drawings made by children (10-12 years old) which represent their (im)mobility trajectories in the form of maps. Situating the drawings in the debates on how to conduct research with children, and stressing the specific challenges of studying mobility, four types of reaction to the technique are presented: from confusion to fluidity in the narratives; the technique as a school exercise; resistances to the technique; and enhancing the creativity, expressivity and reflexivity. These reactions are contextualised in the fieldwork carried out in two schools, showing the influence of the school environment in the resulting visual productions and comments about them. Finally, the articulation between verbal and visual narratives is examined, delving into the performativity of the technique in its ethnographic and relational dimension. | en-US |
| dc.description | Partiendo de la escasa literatura metodológica sobre migraciones y movilidades infantiles, así como de los abordajes incompletos del fenómeno, este artículo analiza el potencial y las limitaciones de una técnica participativa centrada en la infancia utilizada en un estudio sobre la movilidad infantil en la región metropolitana de Barcelona. Se trata de dibujos elaborados por niños y niñas (10-12 años) que representan sus trayectorias de (in)movilidad en forma de mapa. Situando los dibujos en los debates sobre cómo investigar con niños y niñas, y subrayando los retos específicos de estudiar la movilidad, se presentan cuatro tipos de reacción a la técnica: de la confusión a la fluidez en el relato; la técnica como un ejercicio escolar; resistencias a la técnica; y la acentuación de la creatividad, la expresividad y la reflexividad. Estas reacciones son contextualizadas en el trabajo de campo llevado a cabo en dos escuelas, mostrando la influencia del entorno escolar en las producciones visuales generadas y los comentarios hechos al respecto. Finalmente, se examina la articulación entre las narrativas verbales y las narrativas visuales, profundizando en la performatividad de la técnica en su dimensión más etnográfica y relacional. | es-ES |
| dc.description | Considerando a escassa literatura metodológica sobre migrações e mobilidades infantis, assim como das aproximações incompletas ao fenómeno, esse artigo analisa o potencial e as limitações de uma técnica participativa centrada na infância usada em um estudo sobre a mobilidade infantil na região metropolitana de Barcelona. Trata-se de desenhos realizados por crianças (10-12 anos) que representam as suas trajetórias Considerando a escassa literatura metodológica sobre migrações e mobilidades infantis, assim como das aproximações incompletas ao fenómeno, esse artigo analisa o potencial e as limitações de uma técnica participativa centrada na infância usada em um estudo sobre a mobilidade infantil na região metropolitana de Barcelona. Trata-se de desenhos realizados por crianças (10-12 anos) que representam as suas trajetórias de (i)mobilidade em forma de mapa. Situando os desenhos nos debates sobre como investigar junto a crianças e enfatizando os desafios específicos de estudar a mobilidade, apresentam-se quatro tipos de reação à técnica: da confusão à fluidez no relato; a técnica como um exercício escolar; resistências à técnica; e a acentuação da criatividade, expressividade e reflexividade. Essas reações são contextualizadas no trabalho de campo realizado em duas escolas, mostrando a influência do entorno escolar nas produções visuais geradas e os comentários feitos ao respeito. Finalmente, examina-se a articulação entre as narrativas verbais e as narrativas visuais, se aprofundando na performatividade da técnica na sua dimensão mais etnográfica e relacional. | pt-BR |
| dc.format | application/pdf | - |
| dc.language | spa | - |
| dc.publisher | Ediciones Complutense | es-ES |
| dc.relation | https://revistas.ucm.es/index.php/SOCI/article/view/70685/4564456555728 | - |
| dc.relation | /*ref*/Amadasi, S. (2016). Children and transnational identities in the context of compulsory schooling. Methodological notes from research conducted in Parma and Reggio Emilia/Italy. En C. Maier-Höfer (Ed.), Angewandte kindheitswissenschaften-Applied childhood studies (pp. 209-232). Heidelberg: Springer. Ames, P., Rojas, V., Portugal, T. (2010). Métodos para la investigación con niños: lecciones aprendidas, desafíos y propuestas desde la experiencia de Niños del Milenio en Perú. Lima: GRADE. Bagnoli, A. (2009). Beyond the standard interview: The use of graphic elicitation and arts-based methods. Qualitative Research, 9(5), 547–570. https://doi.org/10.1177/1468794109343625 Barker, J., Weller, S. (2003). “Is It Fun?” Developing Children Centered Research Methods. The International Journal of Sociology and Social Policy, 23(1/2), 33–58. https://doi.org/10.1108/01443330310790435 Barter, C., Renold, E. (2000). ‘I wanna tell you a story’: Exploring the application of vignettes in qualitative research with children and young people. International Journal of Social Research Methodology, 3, 307-323. https://doi.org/10.1080/13645570050178594 Bluebond-Langner, M., Korbin, J. E. (2007). Challenges and Opportunities in the Anthropology of Childhoods: An Introduction to “Children, Childhoods, and Childhood Studies”. American Anthropologist, 109(2), 241–246. https://doi.org/10.1525/aa.2007.109.2.241 Carrasco, S. (2002). Enculturación alimentaria y riesgo nutricional en la Cataluña urbana: una aproximación etnográfica. En M. Gracia Arnaiz (Ed.), Somos lo que comemos. Estudios de alimentación y cultura en España (pp. 41-68). Barcelona: Ariel. Carrasco, S. (2007). Etnografía en equipo: colaboraciones, complicidades y complejidades en dos proyectos sobre inmigración y experiencia escolar. EMIGRA Working Papers, 125. Carrasco, S., Narciso, L. (2015). Migración, movilidad y experiencia escolar. Jóvenes con trayectorias de movilidad en un sistema normalizador de la inmovilidad. En Actas del VIII Congreso sobre Migraciones Internacionales en España. Granada: Universidad de Granada. Christiansen, P., James, A. (2000). Research with children. Perspectives and practices. Nueva York: Falmer Press. Clark, A. (2005). Listening to and Involving Young Children: A Review of Research and Practice. Early Child Development and Care, 175(6), 489-505. https://doi.org/10.1080/03004430500131288 Clark, A., Moss, P. (2001). Listening to Young Children: The Mosaic Approach. Londres: National Children’s Bureau & Rowntree Foundation. Coates, E., Coates, A. (2006). Young Children Talking and Drawing. International Journal of Early Years Education, 14(3), 221–241. https://doi.org/10.1080/09669760600879961 Cook, T., Hesse, E. (2007). What the camera sees and from whose perspective: fun methodologies for engaging children in enlightening adults. Childhood, 14(1), 29-45. https://doi.org/10.1177/0907568207068562 Cooke, B., Kothari, U. (2001). Participation: The new tyranny? Londres y Nueva York: Zed Books. Dennis, B. (2009). What does it mean when an ethnographer intervenes? Ethnography and Education, 4(2), 131–146. https://doi.org/10.1080/17457820902972762 Driessnack, M. (2006). Draw-and-tell conversations with children about fear. Qualitative Health Research, 16(10), 1414–1435. https://doi.org/10.1177/1049732306294127 Gallagher, M. (2008). ‘Power is not an evil’: rethinking power in participatory methods. Children’s Geographies, 6(2), 137-150. https://doi.org/10.1080/14733280801963045 Glick-Schiller, N., Salazar, N. B. (2013). Regimes of Mobility across the Globe. Journal of Ethnic and Migration Studies, 28(3), 183–200. https://doi.org/10.1080/1369183X.2013.723253 Hammersley, M. (2009). Against the ethicists: On the evils of ethical regulation. International Journal of Social Research Methodology, 12(3), 211–225. https://doi.org/10.1080/13645570802170288 Hirschfeld, L. A. (2002). Why Don’t Anthropologists Like Children? American Anthropologist, 104(2), 611–627. James, A. (2001). Ethnography in the study of children and childhood. En P. Atkinson, A. Coffey, S. Delamont, J. Lofland, L. Lofland (Eds.), Handbook of Ethnography (pp. 246-257). Londres: Sage. Jerolmack, C., Khan, S. (2014). Talk Is Cheap. Ethnography and the Attitudinal Fallacy. Sociological Methods & Research, 43(2), 178-209. https://doi.org/10.1177/0049124114523396 Kalir, B. (2006). The field of work and the work of the field: Conceptualising an anthropological research engagement. Social Anthropology, 14(2), 235–246. https://doi.org/10.1111/j.1469-8676.2006.tb00037.x Krstić, M. (2011). Mind the gap: The use of artistic methods in anthropological research: A critical reading of Marcus. Etnoloska Tribina, 41(34), 69–85. Law, J. (2004). After Method. Mess in Social Science Research. Abingdon: Routledge. Marcus, G. (1995). Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography. Annual Review of Anthropology, 24, 95-117. Meo, A., Dabenigno, V. (2011). Imágenes que revelan sentidos: Ventajas y desventajas de la entrevista de foto-elucidación en un estudio sobre jóvenes y escuela media en la ciudad de Buenos Aires. Empiria. Revista de Metodología de Ciencias Sociales, 22, 13-42. Mitchell, L. M. (2006). Child‐centered? Thinking critically about children’s drawings as a visual research method. Visual Anthropology Review, 22(1), 60-73. https://doi.org/10.1525/var.2006.22.1.60 Moscoso, M. F. (2008). La mirada ausente: Antropología e infancia (en línea). http://repositorio.uasb.edu.ec/handle/10644/1038, acceso 2 de abril de 2020. Moskal, M. (2010). Visual methods in researching migrant children’s experiences of belonging. Migration Letters, 7(1), 17–32. Murray, L., Cortés-Morales, S. (2019). Children’s Mobilities. Interdependent, Imagined, Relational. Londres: Palgrave Macmillan. Parr, M. (2010). Solving ethical dilemmas with children: Empowering classroom research. McGill Journal of Education, 45(3), 451-462. https://doi.org/10.7202/1003572ar Pink, S. (2006). Doing visual ethnography. Londres: Sage. Punch, S. (2002a). Research with children: the same or different from research with adults?, Childhood, 9(3), 321-341. https://doi.org/10.1177/0907568202009003005 Punch, S. (2002b). Interviewing strategies with young people: the ‘‘secret box’’, stimulus material and task-based activities. Children and Society, 16(1), 45-56. https://doi.org/10.1002/chi.685 Pussetti, C. (2018). Ethnography-based art. Undisciplined dialogues and creative research practices. An Introduction. Visual Ethnography, 7(1), 1–12. http://dx.doi.org/10.12835/ve2018.1-099 Riessman, C. K. (2005). Narrative Analysis. En N. Kelly, C. Horrocks, K. Milnes, B. Roberts, D. Robinson (Eds.), Narrative, Memory and Everyday Life (pp. 1–7). Huddersfield: University of Huddersfield. Rose, G. (2001). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. Londres: Sage. Rovetta Cortés, A. I. (2017). “Si me dieran un billete de avión...”: Recurriendo a la elucidación gráfica en entrevistas con menores de edad. Empiria. Revista de Metodología de Ciencias Sociales, 36, 63–87. https://doi.org/10.5944/empiria.36.2017.17859 Russell, L. (2011). Understanding Pupil Resistance: Integrating Gender, Ethnicity and Class. An educational ethnography. Gloucestershire: E&E Publishing. Ryan, G. W., Bernard, H. R. (2003). Techniques to Identify Themes. Organization Studies, 15(1), 85-109. https://doi.org/10.1177/1525822X02239569 Salazar, N. B., Elliot, A., Norum, R. (2017). Studying Mobilities. Theoretical Notes and Methodological Queries. En A. Elliot, R. Norum, N. B. Salazar (Eds.), Methodologies of Mobility. Ethnography and Experiment (pp. 1–24). Nueva York y Oxford: Berghahn. Sheller, M., Urry, J. (2006). The New Mobilities Paradigm. Environment and Planning, 28, 63–94. https://doi.org/10.1068/a37268 Silveira Barbosa, M. C. (2014). La ética en la investigación etnográfica con niños y niñas. Tendencias iniciales. En C. Osuna, P. Mata-Benito (Eds.), Gestión de acceso al campo y devolución de los resultados (p. 31–36). Madrid: Traficante de Sueños. Wagner, J. (1999). Visual Sociology and Seeing Kid’s Worlds. Visual Sociology, 14, 3-6. https://doi.org/10.1080/14725869908583799 Warren, S., Vincent, C. (2001). “This won’t take long…”: Interviewing, ethics and diversity. International Journal of Qualitative Studies in Education, 14(1), 39-53. https://doi.org/10.1080/09518390010007674 White, A., Bushin, N. (2011). More-Than-Methods: Learning from Research with Children in the Irish Asylum System. Population, Space and Place, 17(4), 326–337. https://doi.org/10.1002/psp.602 White, A., Bushin, N., Carpena-Méndez, F., Ní Laoire, C. (2010). Using visual methodologies to explore contemporary Irish childhoods. Qualitative Research, 10(2), 143-158. https://doi.org/10.1177/1468794109356735 Willis, P. (2017). Learning to labour. How working-class kids get working-class jobs (primera edición 1977). Nueva York: Columbia University Press. Zeitlyn, B., Mand, K. (2012). Researching Transnational Childhoods. Journal of Ethnic and Migration Studies, 38(6), 987–1006. https://doi.org/10.1080/1369183X.2012.677179 | - |
| dc.rights | Derechos de autor 2021 Sociedad e Infancias | es-ES |
| dc.source | Sociedad e Infancias; Vol. 5 No. Especial (2021): Participatory methods in research with children; 61-74 | en-US |
| dc.source | Sociedad e Infancias; Vol. 5 Núm. Especial (2021): Métodos participativos en la investigación con niños; 61-74 | es-ES |
| dc.source | 2531-0720 | - |
| dc.subject | mobility | en-US |
| dc.subject | childhood | en-US |
| dc.subject | drawing | en-US |
| dc.subject | participatory | en-US |
| dc.subject | ethnography | en-US |
| dc.subject | movilidad | es-ES |
| dc.subject | infancia | es-ES |
| dc.subject | dibujo | es-ES |
| dc.subject | participativa | es-ES |
| dc.subject | etnografía | es-ES |
| dc.subject | mobilidade | pt-BR |
| dc.subject | infância | pt-BR |
| dc.subject | desenho | pt-BR |
| dc.subject | participativa | pt-BR |
| dc.subject | etnografia | pt-BR |
| dc.title | Drawing (im)mobility. potential and limitations of a child-centred participatory technique | en-US |
| dc.title | Dibujando la (in)movilidad. potencial y limitaciones de una técnica participativa centrada en la infancia | es-ES |
| dc.title | Desenhando a (i)mobilidade. Potencial e limitações de uma técnica participativa focada na infância | pt-BR |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| dc.type | Artículo revisado por pares | es-ES |
| Aparece en las colecciones: | Facultad de Ciencias Políticas y Sociología - UCM - Cosecha | |
Ficheros en este ítem:
No hay ficheros asociados a este ítem.
Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.