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Advances in the development of the Reinvent Yourself project are presented, the purpose of which is to validate the CCP (Build your Professional Career) model for job improvement in the Autonomous Community of Andalusia in southern Spain. The CCP model is an integrative and inclusive proposal within the framework of professional career development. Through training in transversal competencies and career management, the CCP model aims to favor the processes of labor reintegration by responding to the needs that people present from a conscious and critical perspective. In this process, a qualitative perspective is prioritized because of what the model contributes to a person's reflexivity, awareness, and self-determination. This article reflects on the potential of the model and of the critical qualitative methodology in processes of constructing identity and a professional career. The potential of the model and of the critical qualitative methodology to facilitate the processes of building a professional career is evidenced. This methodology and the tools used allow a greater social and personal impact in terms of equality and social justice. [ABSTRACT FROM AUTHOR]

This piece brings together the experiences of four Chilean researchers and one Spanish researcher with different professional backgrounds (psychology, sociology, nursing, and education), who conduct qualitative inquiry from other approaches, moments, and gender-sensitive topics of interest in the border regions of Arica and Parinacota, and Tarapacá, both in northern Chile; the capital Santiago; and in Andalucía, southern Spain. In this paper, the authors problematize their research experiences by focusing on their condition as academics conducting qualitative research in the context of neoliberal higher education and with a pandemic affecting all spheres of life. Finally, they explore what their experiences have been like in leading government-funded research projects and representing the voices of underrepresented people in different spheres of life in the field of education and health. Voices are shared to identify challenges and assess implications for qualitative research in these difficult times in the academy. [ABSTRACT FROM AUTHOR]

With love and gratitude, months since we learned of his departure, we meet in Seville to say goodbye and remember our beloved mentor, Professor Norman Denzin. We appreciate the invitation to say goodbye to him in the journal that he created, a space for the dissemination of qualitative research, from where he supported, in an inclusive way, those who are dedicated to this research in Ibero-America. As members of the A Day in Spanish and Portuguese (ADISP), and one of us being Spanish and the other being Chilean, we want to honor Professor Denzin by remembering some significant moments that we shared with him. We have evoked memories and reflect on the impact of his teachings on our present and our future. Although distance has softened his departure in our hearts, at the same time, they keep his memory alive. [ABSTRACT FROM AUTHOR]

The study analyses the contents alluding to migration, respect for cultural diversity, nationalism and chileanness, in the curriculum of the subjects History, Geography and Social Sciences and Language and Communication/Language and Literature, implemented in urban and rural schools in the tri-border region of Arica and Parinacota (Chile) with the highest concentration of students of Andean or Afro origin, and children born in Chile of migrant parents. Through thematic content analysis with the QSR-Nvivo 12 programme, the corpus of curricula and school texts used at seven educational levels between 2018 and 2020 is analysed. The results reveal the scarcity of content referring to migration and cultural diversity. The contents of chileanness and nationalism refer to present and past tensions and disputes between Chile and neighbouring countries, with a predominantly nationalist position of sovereignty. It is concluded that the curriculum is not culturally relevant to the tri-border region. [ABSTRACT FROM AUTHOR]

Based on a critical and constructive dialogue that I articulate drawing from different authors concerned about the differentiated value that is given to academic publications at present, I reflect from the standpoint of a particular Latin American context on how we can meet the demands of governments regarding education and science, contributing to the development of our universities while complying with international and local quality standards, but without losing the sense of an academic career project aimed at generating knowledge in social sciences that can be put at the service of communities that are researched and contribute to the improvement of people's lives. [ABSTRACT FROM AUTHOR]

Arica, in the northern chilean border, is part of a historically multicultural territory: this characteristic is part of Arica inhabitants' common sense, which embraces it as a virtue. Based on interviews with teachers and professionals of public and rural schools in Arica, this article reflects on how aymara children, both chilean-born and immigrant, are perceived by their educators. Results suggest that, although favorable at first sight, perceptions include distinctions and preferences based on ethnicity, nationality, and territory that may crystalize differences among groups, impacting the life and educational trajectories of children. [ABSTRACT FROM AUTHOR]

I wrote this essay a year before the current context of feminist student strike in Chile. A year ago, it was a time in which there was silence and fear. I understood the natural tendency of living with the different ways of gender violence that is normalized and taken for granted. In a society which is dominated by male power, and where we could find shelter in what the North defines as Resistance voices, this text arises from inquiries and contradictions that I, as a academic woman from northern Chile have lived, in socio-critical qualitative inquiry, paradigmatically moving from the analysis of qualitative data assisted by computers, to interpretive [auto]ethnography. [ABSTRACT FROM AUTHOR]

This article arose from our interest in investigating our own teaching practices at three universities in Northern Chile. The aim was to generate a deeper understanding of our roles as models for our students, and by using the methodology of the heart, we have joined our three voices of Latin American women researchers to describe the interpretative autoethnography and performative text as ways of researching in education, health, and psychology and its power as a tool for breaking the traditional academic discourse to connect with international audiences from our own biographies. We seek to show how social transformation can occur from the classroom and at the same time challenge the public higher education system that follows free market policies in this neoliberal world. Why use autoethnography? Because reflecting on our own practices through autoethnography allows us to get to know ourselves and at the same time appreciate our voices. Trends in educational research in Latin America have been strongly marked by colonization and dramatically influenced by the knowledge developed in the global north. We propose to put the south in our research by exploring our realities told through social stories of the heart. [ABSTRACT FROM AUTHOR]

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This essay concerns my reflection, thoughts, and feelings from the foundations and movements between my heartfelt autobiographical experiences and the fieldwork with Colombian women refugees or asking for refugee status in the current Chilean society. Inspired from the Three Words Workshop, as Performative Writing of Healing and Resistance, I wish to connect my I from a humanity way with the international audience to talk about “Otherness” racism, gender, and social injustice in a border place in Northern Chile. Thus, to connect and provoke audiences, wondering about WHERE WE ARE in the fieldwork with people suffering seen as other people far from us vs. close people as us. At the same time, I ask about WHAT IS our position from the academia to the street. To finish, I reflect about HOW Interpretive Autoethnography could be a way to promote social transformation for a better world. [ABSTRACT FROM AUTHOR]

Through a three words poem, I share my constructed color voice developed from looking for and sensing my ‘I’ through the lens of worldwide international students in my learning experiences in different international “white” universities. At the same time, my ‘I’ is embodied from my fieldwork with Colombian women refugees or seeking for refuge, and as a Latin American woman living in northern Chile. In this way, interpretive [auto] ethnography is a path to situate my ‘I’ in a context where silences, forgetfulness, and “whiteness” behind our voices are consequences of social, political, and historical forces that have erased our indigenous and multicultural heritage in Chile. Today, the tendency in education is teaching, learning, and acting as if we are White people. This piece is an invitation to think-reflect-look-feel-remember and ask ourselves about what the color of our voice is and what the consequences of this standpoint in the academia are. [ABSTRACT FROM AUTHOR]

In this text, I want to reflect about the impact of the process of my Autoethnography performance training from 2011 in my work/research/life with . . . as a teacher, a researcher, and as a woman standing from a contemporary QI conducting research and teaching about the unsaid topics of the new movements of migration of people in the border of northern Chile from/in and outside the academia. Color, violence, historical influence and Andean migration process, forgetfulness, borders, and the “normal” attitude turned into action as “not to see”/not to feel/not to believe the big problematic realities in foreign lives. All of these are part of this performative text in which I reflect and confront daily life experiences; my academic role and the risks and threats that my latte color woman’s voice mean to the academia in these times. [ABSTRACT FROM AUTHOR]