Educational Ethnographies on Memory and Territory with Children in Rural Contexts in Colombia
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| Title: | Educational Ethnographies on Memory and Territory with Children in Rural Contexts in Colombia |
|---|---|
| Language: | English |
| Authors: | Alba Lucy Guerrero (ORCID |
| Source: | Ethnography and Education. 2024 19(3):259-277. |
| Availability: | Routledge. 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: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Rural Areas, Children, Adolescents, Disadvantaged Youth, War, Adolescent Attitudes, Childrens Attitudes, Geographic Location, Place Based Education, Memory, Community Involvement, Community Study |
| Geographic Terms: | Colombia |
| DOI: | 10.1080/17457823.2024.2389060 |
| ISSN: | 1745-7823 1745-7831 |
| Abstract: | This paper examines children's perspectives on rural territories in two Colombian areas affected by armed conflict, exploring intersections of knowledge production, territory, and memory. Using Decolonial Perspectives and Escobar's territory concept, an educational collaborative ethnography was conducted. Territory is conceptualised as a biophysical and epistemic space shaped by community worldview. This paper reflects on how collaboration with children contributes to decolonising representations of conflict-affected rural territories, allowing the recognition of its values and the reconstruction of negative dominant representations. Data collection involved five months of participant observation, engaging children, teachers, parents, grandparents, community leaders, and researchers. Activities included walks, reading circles, workshops, map-making, and family garden visits to construct narratives about the past and present. Analysis revealed situated knowledge production, with territory acquiring semantic and experiential meaning. Peasant children's perspectives challenge homogenising discourses about childhood, war, peace, and rurality, emphasising agency and exploring multiple forms of knowledge. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440820 |
| Database: | ERIC |
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| Abstract: | This paper examines children's perspectives on rural territories in two Colombian areas affected by armed conflict, exploring intersections of knowledge production, territory, and memory. Using Decolonial Perspectives and Escobar's territory concept, an educational collaborative ethnography was conducted. Territory is conceptualised as a biophysical and epistemic space shaped by community worldview. This paper reflects on how collaboration with children contributes to decolonising representations of conflict-affected rural territories, allowing the recognition of its values and the reconstruction of negative dominant representations. Data collection involved five months of participant observation, engaging children, teachers, parents, grandparents, community leaders, and researchers. Activities included walks, reading circles, workshops, map-making, and family garden visits to construct narratives about the past and present. Analysis revealed situated knowledge production, with territory acquiring semantic and experiential meaning. Peasant children's perspectives challenge homogenising discourses about childhood, war, peace, and rurality, emphasising agency and exploring multiple forms of knowledge. |
|---|---|
| ISSN: | 1745-7823 1745-7831 |
| DOI: | 10.1080/17457823.2024.2389060 |
