| Title: |
Collaborative Ethnography and Teacher Re-Signification in Reinsertion and Re-Entry Programs in Chile: A Path of Reflection and Opening Up |
| Language: |
English |
| Authors: |
Sylvia Contreras Salinas (ORCID 0000-0003-2297-2399); Constanza Herrera-Seda (ORCID 0000-0001-5778-6495); Natalia Ferrada Quezada (ORCID 0000-0002-9910-0217); Cristian Rozas Vidal (ORCID 0000-0003-0450-2465); Juan Pablo Espinoza Espinoza (ORCID 0000-0002-3758-5714) |
| Source: |
International Journal of Qualitative Studies in Education (QSE). 2025 38(3):356-373. |
| Availability: |
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Foreign Countries; Teacher Attitudes; Teacher Educators; Cooperation; Ethnography; Educational Practices; Transformative Learning; Reflective Teaching; Faculty Development; Teacher Student Relationship; Reentry Students; Inclusion |
| Geographic Terms: |
Chile |
| DOI: |
10.1080/09518398.2025.2454293 |
| ISSN: |
0951-8398; 1366-5898 |
| Abstract: |
In recent decades, Latin American countries have experienced increased enrollment, yet many children and youth remain outside the education system, questioning its relevance. In this context, teachers are called to be aware of and value children and youth's cultural diversity to harness it as the basis for relevant and transformative education. In this article, we analyse the teachers' and teacher educators' reflections about their practices sparked by collaborative ethnography experiences with children and youth in Chilean reinsertion and re-entry programs. In the results, teachers and teacher educators reflect on the value of collaborative ethnographies in mobilising transformative reflections about children and youth as active makers of the social world. We also discuss the openings of this methodological approach to reduce asymmetries between adults, children, and youth and the latter's role as co-producers of teacher professional development programmes. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1470033 |
| Database: |
ERIC |