Search

Non-governmental development organizations (NGDOs) are responsible for ensuring basic human rights for socially marginalised people. In situations of migration, people’s opportunity to regularise their migratory status and to secure their fundamental rights to key public services is entirely dependent on communication with the local administration. To support these processes for those who are not fluent in the language(s) of the destination country, NGDO workers must learn how to provide effective interpreter-mediated communication services. In 2019–20, the ‘Linguistic mediation for development cooperation’ (MELINCO) project brought together a multidisciplinary team to explore and respond to the communication needs of third sector organisations serving migrant populations. It included a self-study project involving the development and delivery of a training for NGDO staff, which was aimed at helping them select, prepare, and work with interpreters. The training was delivered online and was based on a needs assessment that involved data collection with NGDO representatives and interpreters. It received highly positive evaluations by participants in terms of course design, contents, and methodology, but our analysis also yielded directions for improvement in terms of extending opportunities for debate, design of practical applications, as well as facilitating participation in virtual learning environments.

[Abstract] Based on an existing measure of homophobia, we developed an instrument to measure both transphobia and homophobia, as well as their relationship with other demographic variables that included attributed sex, gender identity, sexual orientation, religious affiliation, and political affinity. Research was designed to establish the relationship between homophobia and transphobia, by comparing the results of a validated Homophobia Test with a Transphobia Test that has been designed by adapting the same items; and to explore the relationship between homophobia/transphobia and other socio-demographic variables, specifically including gender, geographic origin, sexual orientation, political ideology, and religious conviction). Our research with 1,133 trainee and 182 practicing teachers demonstrated the reliability of our instrument, suggesting a correspondence between the two types of prejudice. Our results also found that these two prejudices followed similar trends with respect to other variables: respondents who identified as men showed higher levels of both homophobia and transphobia, as did those who professed religious conviction and were affiliated with the right wing of the political spectrum. We found that people who identified as gay, lesbian, or bisexual were less homophobic and transphobic that those who identified as heterosexual. Based on these data, we hypothesize that the two types of prejudice explored here derive from a common factor, the broader social construct of cisgenderism, so that any deviation from the heterosexual matrix, whether in terms of gender identity, gender presentation, or sexual orientation, results in social stigma. The professionals included in our sample are entrusted with well-being of all children, and are responsible for teaching about human diversity as part of the curriculum. Our findings will help us understand how teachers might respond to children who transgress, or are perceived to transgress, cisgendered norms, a

[Abstract] This doctoral thesis examines young minority children’s perception of race in relation to other socially constructed concepts, ethnicity, culture, and nationality. All these historically and socially crucial concepts and children’s perspective are explored from an ethnographic perspective in an NGO, which includes participant observation, a doll study, and childcentered activities as well as a focus group discussion with the staff of the NGO. By using triangulation methodology, the study tries to cover the subject, race, from different aspects and in different contexts in the daily lives of children of minority origin. Accordingly, based on the collected data through various complementary methods in various contexts, the study suggests that children of minority origin have a very complex way of constructing race, ethnicity, culture, and nationality in terms of both physical and cultural traits., [Resumen] Esta tesis doctoral analiza la percepción acerca de la raza que tienen los/as niños/as pequeños/as pertenecientes a minorías raciales en relación con otros conceptos construidos socialmente, como la etnicidad, la cultura o la nacionalidad. Se exploran la construcción social e histórica de estos conceptos, así como la perspectiva de los/as niños/as, a partir de una perspectiva etnográfica en una ONG, que incorpora la observación participante, el “doll study”, actividades centradas en los/as niños/as, así como un grupo de discusión con el personal de la ONG. Por medio de la triangulación metodológica, el estudio aborda el tema de la raza bajo diversos aspectos y en diferentes contextos de la vida diaria de los/as niños/as pertenecientes a minorías raciales. En consecuencia, el estudio sugiere que estos/as niños/as tienen una forma muy compleja de construir la raza, la etnicidad, la cultura y la nacionalidad en términos tanto de rasgos físicos como culturales., [Resumo] Esta tese de doutoramento analiza a percepción da raza que teñen os/as nenos/as pequenos/as pertencentes a minorías raciais en relación con outros conceptos construídos socialmente, como a etnicidade, a cultura ou a nacionalidade. A construción social e histórica destes conceptos, así como a perspectiva da infancia, son exploradas dende unha perspectiva etnográfica nunha ONG, que incorpora a observación participante, o “doll study”, actividades centradas nos/as nenos/as, así como un grupo de discusión con persoal da ONG. A través da triangulación metodolóxica, o estudo aborda o tema da raza baixo diversos aspectos e en diferentes contextos da vida cotiá dos/as nenos/as pertencentes a minorías raciais. En consecuencia, o estudo suxire que teñen unha forma moi complexa de construír a raza, a etnicidade, a cultura e a nacionalidade en termos de trazos físicos e culturais.

[Abstract] In this article we look at the introduction of a bilingual Cabo Verdean Language (CVL)/Portuguese education programme in two primary schools in Cabo Verde and explore the reasons for ongoing resistance to the widespread introduction of CVL as a medium of instruction in schools. We draw on qualitative data based on interviews with key stakeholders (teachers, activists, and politicians) to examine the language ideologies that appear in their discourses. We conclude that while bilingual education seeks to resolve the “access paradox” (i.e. developing education models where children are not forced to choose between community languages or global languages) a monolingual ideology is present in the discourse of participants, particularly in the discourse from the political sector. We argue that one of the main hindrances to the adoption of bilingual, L1-based education in Cabo Verde, is the uncritical approach to standard language ideologies, as demonstrated by many of the views expressed in our study. We identify teacher training for bilingual education as an important step in making meaningful changes in education and note that what is currently missing is policy building based on academic research, which would include a consistent and formal implementation of bilingual education across the country, teacher support and training, and a clear discussion and negotiation of this model with families and local communities.

[Abstract] The institution of schooling is a key socializing agent, and teachers’ attitudes toward gender and sexual diversity play a crucial role in the education of all children, shaping in particular the school experience of LGBT + children and youth. Our research used a survey of Early Childhood and Primary teachers (N = 182) and university students studying these degree programs (N = 1,133) in northwestern Spain (Galicia) to analyze transphobic and homophobic attitudes, and their relationship with other professional and academic variables, such as years of experience or study, specialization or degree program, and place of work or study. Results showed that practicing teachers generally displayed less tolerant attitudes than students studying to be teachers, although tolerance increased with the numbers of years of teaching experience. We also found differences among students according to their course of study, with those preparing to teach at the Early Childhood Education level showing more positive attitudes, and also depending on the location of their university campus, suggesting that the program design and local sociocultural context may be contributing factors.

[Resumo] O presente texto versa sobre unha práctica de Aprendizaxe e Servizo desenvolvida materia Deseño sonoro, do Grao en Creación Dixital, Animación e Videoxogos en colaboración co Centro de Estudos de Xénero e Feministas-CEXEF da Universidade da Coruña. Esta práctica levouse a cabo no marco do proxecto “Bibliodiversidade. As bibliotecas como axentes para educar na diversidade afectivo sexual”, cuxo obxecto foi potenciar o uso da literatura infantil e xuvenil como ferramenta didáctica nas aulas. A partir dunha selección de albumes ilustrados, o alumnado enfrontouse á creación dun relato integramente sonoro en todas as súas fases, dende o guión ata a posprodución, empregando as potencialidades creativas e expresivas do son para facer chegar a idea a un público infantil. Esta reorientación da práctica “relato sonoro” levou a que, ademais das competencias propias da materia, o alumnado -futuro creador de contidos de animación e videoxogos- puidese desenvolver unha reflexión crítica en torno a necesaria visibilización da diversidade afectivo sexual para unha sociedade., [Abstract] This text refers to a Learning and Service practice developed in the Sound Design class of the Degree in Digital Creation, Animation and Videogames in collaboration with the University of A Coruña's Center for Gender and Feminist Studies-CEXEF. This practice was carried out within the framework of the project "Bibliodiversity. Libraries as agents for educating in gender and sexual diversity", whose aim was to promote the use of children's and young people's literature as a didactic tool in the classroom. From a selection of picture books, the students were confronted with the creation of a story entirely in sound in all its phases, from the script to post-production, using the creative and expressive potential of sound to bring the idea to a child audience. This reorientation of the practice "sound narration" led the students -future creators of animation and videogame contents- to develop a critical reflection on the necessary visibilization of gender and sexual diversity for a democratic society, in addition to the competences of the subject.

[Abstract] This article explores transnational motherhood from the perspective of Nicaraguan migrant workers in Spain and Nicaraguan family members caring for migrant women's children. Our sample included families with children who have special needs, to explore how economically disadvantaged families draw upon migration as a strategy to address educational and physical needs not provided by a weak ‘exclusionary’ social policy regime. Applying the notion of the family display to migrant mothers and their families, our research reveals how gendered expectations of parenting shape their experience and the ways in which they explain and justify the migratory project. Migrants and family members, with certain reservations and limitations, actively reinvent motherhood by (re)constructing financial contribution as a type of caring. Our research also unsettles the classic notion of the ‘other mother’, as respondents describe caring as distributed over extended kin networks