School, forced displacement and teacher knowledge in Bogota, Colombia

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2022-06-01 DOI:10.2478/jped-2022-0005

Ana Rodriguez, A. Becerra

引用次数: 0

Abstract

Abstract This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogota. We analyze the contexts of the schools and the dynamics of the school scenarios. The research enabled us to identify the territories’ importance in the construction of identities and people’s life histories; to reaffirm the school as a political and social ground; the teacher´s role in mediating and encouraging new experiences and life projects, and finally the importance to generate qualification processes with and for the teachers who enhance their practices with forced displaced children in a “welcoming” community.

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哥伦比亚波哥大的学校、被迫流离失所和教师知识

本文基于理论概念和主要参与者的叙述，分析了教师实践与被迫流离失所之间的联系:波哥大市两所学校第一轮的教师和学生。我们分析了学校的背景和学校场景的动态。这项研究使我们能够确定领土在身份建构和人们生活史中的重要性;重申学校作为政治和社会基础的地位;教师在调解和鼓励新体验和生活项目方面的作用，以及为教师制定资格认证程序的重要性，这些教师在一个“欢迎”的社区中加强了对被迫流离失所儿童的培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.