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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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGEOvgF_ASsTcIg_YdUE8ncAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDPPHcfFETH0i1vGVTQIBEICBmzdz7f_4phBDIA6XHpkE4gFVJ7trreVYKz1IOA7nWOZJNcDm6ZZUB1rQxqJiFNvNGapf2Dlbxv7YNO0M3TE16KlcKChhZ6XD59BJoCS8Iq9JekN32fZxyAj_L7Vhw2r5hYjb8Y0Fx4hBNF8BHZEwnKjUkZlyTcKHCc7Uf6SYeflrPf75t1hrRdm3f9-Hv1MDmrW0156zfCkUogSc Text: Availability: 1 Value: <anid>AN0179769662;[15uw]01jul.24;2024Sep24.06:22;v2.2.500</anid> <title id="AN0179769662-1">Educational ethnographies on memory and territory with children in rural contexts in Colombia </title> <p>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.</p> <p>Keywords: Rural children; memory and territory; situated knowledge; collaborative educational ethnography; decolonial perspectives; Colombia</p> <hd id="AN0179769662-2">Introduction</hd> <p>For decades, Colombia has been entrenched in a multifaceted and enduring armed conflict involving various illegal armed groups, state security forces, and paramilitary actors. This conflict has profoundly affected Colombian children and youth, particularly those in rural areas, where violence has infiltrated their surroundings and daily lives (Comisión de la Verdad [<reflink idref="bib8" id="ref1">8</reflink>]). According to the Unique Victims Registry (RUV [<reflink idref="bib42" id="ref2">42</reflink>]), approximately 30% of the 8,874,110 registered victims in Colombia are children and adolescents, underscoring the conflict's significant impact on the younger population. The Truth Commission of Colombia (2022) reports that rural children have been subjected to a myriad of violence, including displacement, threats, homicides, disappearances, forced recruitment, and crimes against freedom and sexual integrity, among others. Additionally, the presence of armed groups and associated violence has eroded social cohesion in rural areas, leading to division, mistrust, and community fragmentation (Comisión de la Verdad [<reflink idref="bib8" id="ref3">8</reflink>]).</p> <p>In response to this context, Jesuit organisations have endeavoured to support conflict-affected regions by facilitating processes of historical and cultural memory construction, aiming to rebuild social bonds within communities. In alignment with this initiative, XXXX University has prioritised integrating students' education with the country's socio-political context through a social practicum for undergraduates. Within this framework, the research project 'Memory, territory, and language as socio-educational strategies for (re)building community in post-conflict scenarios' was conceived. This project aimed to offer research training opportunities for undergraduates while making a meaningful impact in vulnerable regions heavily affected by armed conflict.</p> <p>This article presents the findings of two collaborative ethnographic studies conducted as part of this project, focusing on understanding children's perspectives and knowledge of their rural territories and the significance of intergenerational relationships in reconstructing the social memory of these territories. Drawing on the notion that children are political subjects with agency and fundamental voices in memory construction, this study adopts collaborative ethnography as a research methodology (Guerrero, Peña, and Dantas-Whitney [<reflink idref="bib20" id="ref4">20</reflink>]; Guerrero et al. [<reflink idref="bib19" id="ref5">19</reflink>]).</p> <p>Fieldwork involved interactions among children, teachers, parents, grandparents, community leaders, and academic researchers. Activities such as walks, reading circles, workshops, map-making, and visits to family gardens were utilised to construct narratives about the past and present. While primarily conducted within the community context, educational activities occasionally took place in schools, albeit not fully integrated into the regular school schedule.</p> <p>In understanding rural territories, we argue that rurality transcends mere geographical delineations, encompassing a complex network of historically, socially, economically, and politically nuanced layers. Accordingly, rural territory is viewed as a social construction of inhabited space, shaped by relationships and social tensions. Furthermore, knowledge is understood not as an objective and universal entity but as rooted in specific contexts and situated experiences of individuals (Haraway [<reflink idref="bib22" id="ref6">22</reflink>]).</p> <p>Through ethnographic experiences in two rural Colombian contexts, children produced narratives offering fresh perspectives on their realities and the history of their territories, while intergenerational encounters facilitated connection and dialogue, revitalising the social memory of the territory. The findings suggest that peasant children's perspectives challenge homogenising discourses about childhood, war, peace, and rurality. Instead, they emphasise children's agency and their exploration of multiple, mobile, and relational forms of knowledge that contribute to the revitalisation of social memory within the territories they inhabit.</p> <hd id="AN0179769662-3">Rural children's knowledge: territory and memory</hd> <p>Drawing on the Decolonial perspective (Castro-Gómez and Grosfoguel [<reflink idref="bib5" id="ref7">5</reflink>]; Escobar [<reflink idref="bib11" id="ref8">11</reflink>]; Mignolo [<reflink idref="bib30" id="ref9">30</reflink>]; Quijano [<reflink idref="bib37" id="ref10">37</reflink>]; Walsh [<reflink idref="bib45" id="ref11">45</reflink>]), this study challenges the dominance of Western and hegemonic visions of knowledge (Restrepo and Rojas [<reflink idref="bib40" id="ref12">40</reflink>]) and opts for local geographical knowledge embedded in territories and produced through situated experiences to build epistemological alternatives to Western thought. From this perspective, the study views territory as a biophysical and epistemic space where life develops according to a particular ontology, as a social production associated with the worldview of communities (Castro-Gómez [<reflink idref="bib4" id="ref13">4</reflink>]; Escobar [<reflink idref="bib12" id="ref14">12</reflink>]; Mansilla and Melín [<reflink idref="bib28" id="ref15">28</reflink>]; Quiñones, Quintero-Weir, and Moreira-Muñoz [<reflink idref="bib38" id="ref16">38</reflink>]). Escobar emphasises the condition of possibility of territory, which involves the vital spaces and times of communities, human relationships, and the relationships between humans and the natural world. Territory is not static; it is 'conceived as more than a material base for the reproduction of the human community and its practices' (Escobar [<reflink idref="bib12" id="ref17">12</reflink>], 33). Thus, the relationships established within it and the narratives about collective experiences transform and reconfigure the relationship between different temporalities, creating a sense of continuity (Halbwachs [<reflink idref="bib21" id="ref18">21</reflink>]).</p> <p>Moreover, this decolonial perspective allows for the visibility of children's knowledge on their rural territories affected by the armed conflict in Colombia. It recognises the agency and resilience of children in these contexts, highlighting their unique perspectives and experiences (Giraldo and Perafán [<reflink idref="bib16" id="ref19">16</reflink>]). This aligns with Aitken's ([<reflink idref="bib1" id="ref20">1</reflink>]) studies on children's geographies and critical childhood theories, which emphasise that children should be recognised as active agents in the construction of their social and spatial worlds. Aitken argues that children are not merely passive recipients of adult and structural influences but actively participate in the production and negotiation of spaces and meanings in their everyday lives. This perspective offers a nuanced understanding of their lived realities and the socio-political dynamics at play in their conflict-affected territories.</p> <p>In this perspective, the project sought to create intergenerational spaces for the recovery of memory related to the communities' own practices and traditions and the meanings attributed by children to lived experiences. We start from the notion that memory and territory are closely related, and therefore, memory-building exercises act as mechanisms that articulate the significance of phenomena that influence the transcendence or lack thereof of values or knowledge that are shared transgenerationally by members of the community and converge in social practices (Assmann [<reflink idref="bib2" id="ref21">2</reflink>]).</p> <p>Furthermore, the concept of situated knowledge, as proposed by Haraway ([<reflink idref="bib22" id="ref22">22</reflink>]), is crucial in understanding how knowledge is produced and situated within specific contexts, influenced by power dynamics, cultural perspectives, and historical legacies. By acknowledging the situatedness of knowledge, we recognise the importance of contextualising children's experiences and understandings within their unique socio-cultural environments, allowing for a more inclusive and respectful approach to knowledge production and representation.</p> <hd id="AN0179769662-4">Rural children's voices</hd> <p>Throughout history, children have often been marginalised in research, perceived as incompetent, dependent, and underdeveloped, which effectively renders them socially and politically invisible (Cussiánovich [<reflink idref="bib9" id="ref23">9</reflink>]). This marginalisation is particularly pronounced in rural contexts, where children are often portrayed as 'others,' seen through the lens of outsiders and interpreted as fundamentally different (Buriticá-Morales and Saldarriaga-Vélez [<reflink idref="bib3" id="ref24">3</reflink>]). However, this study recognises the critical importance of amplifying rural children's voices. By acknowledging their capacity to significantly contribute to our understanding, we aim to shed light on their unique stories and the challenges that shape their lives and territories.</p> <p>Drawing on perspectives from scholars such as James and Prout ([<reflink idref="bib25" id="ref25">25</reflink>]), who emphasise viewing children as competent social actors rather than passive research subjects, the concept of 'rural children's voices' foregrounds their agency and capabilities within rural settings. This perspective aligns with the collaborative ethos of our study, which actively engages children as participants in the research process.</p> <p>Furthermore, Nxumalo and Cedillo ([<reflink idref="bib34" id="ref26">34</reflink>]) advocate for an approach that centres on understanding children's relationships with their environments, especially in rural and environmental contexts. Their decolonial and indigenous perspective values children's contributions to situated knowledge production about their lived experiences. This approach highlights how children actively navigate and negotiate their everyday lives, relationships, and surroundings in rural areas. Ultimately, our study aims to uncover the multifaceted ways in which children both shape and are shaped by their rural territories, fostering inclusive and ethical research practices.</p> <hd id="AN0179769662-5">Methodology</hd> <p>This research employed a collaborative ethnographic approach to investigate the social and cultural dynamics of rural territories from children's perspectives. Grounded in the principles outlined by Milstein, Clemente, and Guerrero ([<reflink idref="bib33" id="ref27">33</reflink>]), collaborative ethnography actively involves research participants in the research process. Researchers engage with participants as interlocutors and partners in dialogue, learning from their perspectives and experiences (Guerrero, Peña, and Dantas-Whitney [<reflink idref="bib20" id="ref28">20</reflink>]; Milstein [<reflink idref="bib32" id="ref29">32</reflink>]). This approach emphasises the gradual construction of intersubjectivity through shared time, space, and activities (Fabian [<reflink idref="bib14" id="ref30">14</reflink>]), positioning research as a collaborative process where children actively contribute to knowledge construction.</p> <p>Collaborative ethnography facilitated access to children's perceptions and understandings of their territories, providing a more holistic view of life in rural areas. One notable aspect of this approach is its recognition and validation of children's agency, allowing them to interpret and appropriate the natural and social elements that shape their surroundings. By actively involving children in the research process, this approach expands our understanding of rural life while valuing children's experiences as active contributors to knowledge construction (Guerrero et al. [<reflink idref="bib19" id="ref31">19</reflink>]).</p> <hd id="AN0179769662-6">Data collection</hd> <p></p> <hd id="AN0179769662-7">The context and participants</hd> <p>Rural education and childhood in Colombia exhibit notable inequalities when compared to their urban counterparts (Guardia López [<reflink idref="bib17" id="ref32">17</reflink>]). The rural population experiences a higher poverty rate (43%) than urban areas (27%) (OECD [<reflink idref="bib35" id="ref33">35</reflink>]). Moreover, educational exclusion is more pronounced in rural contexts, with individuals aged 15 and over receiving significantly fewer years of schooling (5.47 years) compared to their urban counterparts (9.36 years) (MEN [<reflink idref="bib29" id="ref34">29</reflink>]). The predominant dichotomous view of rurality, contrasting it with urban areas, has influenced the development of homogenising social policies that overlook the specific dynamics and potential of rural communities (Itzcovich [<reflink idref="bib24" id="ref35">24</reflink>]).</p> <p>On the other hand, the dynamics of the armed conflict and the State's response have greatly impacted rurality in Colombia, with a majority of conflict victims (63.1%) located in rural areas (Fundación Compartir [<reflink idref="bib15" id="ref36">15</reflink>]). This situation compromises the access, quality, and relevance of education for rural children due to challenges such as difficulties in travelling through rural territories, forced displacement, and the closure of educational institutions.</p> <p>In this context emerged the research project 'Memory, territory, and language as socio-educational strategies for (re)building community in post-conflict scenarios' that involved undergraduate students in their social practicum. The project was led by Professor XXX, with support from two Jesuit organisations, The Development and Peace Programme for the Magdalena Medio in Sur de Bolívar, and Suyusama in Nariño, the project also relied on the active involvement of community leaders and teachers in its development and execution. Given the challenging social and political conditions of the territories, the students' decision to participate in the social practicum was voluntary. The students XXX from Anthropology and XXX from Early Childhood Education travelled and stayed for approximately 5 months in the villages of Vallecito and Cariaco-Bajo (Figure 1).</p> <p>Graph: Figure 1. Location of the Vallecito and Cariaco-Bajo villages.</p> <p>The village of Vallecito in Sur de Bolívar is situated in one of the country's most conflict-affected regions, plagued by ongoing violence. In this setting, where walking to work, farms, schools, or neighbouring houses constitutes a primary daily practice, a group of fifteen school children were invited to partake in a series of walks to the local work farms, crops, and houses nestled amidst the mountains. As we traversed and conversed, narratives were exchanged, unveiling episodes of memory and collective constructions about the territory. Similarly, in the village of Cariaco-Bajo in the department of Nariño, fifteen children between the ages of 5 and 14 were selected to participate. Through walks and community reading circles, both within and outside the school, avenues for dialogue with the children regarding their context, experiences, feelings, and aspirations were opened. Shared reading sessions and walks provided platforms for discussing topics pertinent to the territory, particularly aspects concerning agricultural practices, seeds, animal care, the myths surrounding the Galeras Volcano, and the dynamics engendered by coca cultivation.</p> <p>In both contexts, intergenerational encounters were fostered. The children conducted research alongside other community members, engaging with older adults on various topics, thereby facilitating intergenerational dialogues that contributed to the rediscovery of the territories' past histories and the recontextualization of these narratives within the perspectives of the children. Their roles as researchers within their territories facilitated unique exchange dynamics between the children and different community members, as well as between the children and their environments.</p> <p>The fieldwork was guided by a general proposal that took on a nuanced perspective tailored to the social, political, and historical characteristics of the territories and the collaborative dynamics that emerged with the children and other community members. Embracing a collaborative ethnographic approach (Guerrero et al. [<reflink idref="bib19" id="ref37">19</reflink>]; Lassiter [<reflink idref="bib26" id="ref38">26</reflink>]; Milstein [<reflink idref="bib32" id="ref39">32</reflink>]), the children and adult researchers embarked on an inquiry into the territories, focusing on elements such as seeds, water, and ancestral agricultural practices in Nariño, as well as the armed conflict in Sur de Bolívar. The children were invited to serve as co-investigators in a research project centred on their own territories. Research activities were scheduled to avoid disruption to regular school routines and were conducted both within and outside school premises.</p> <p>The researchers resided in the territories for five months, with a coordinating professor from Bogotá providing continuous guidance and making three one-week visits to each territory. The children actively participated in planning and executing research activities, which also served as data collection strategies. Workshops were organised to instruct the children on conducting interviews, taking notes, and documenting events through photographs and videos.</p> <hd id="AN0179769662-8">Strategies of knowledge production</hd> <p>Various data collection strategies were employed to generate knowledge, emphasising a decolonial approach that values local and situated perspectives. Data collection methods included map-making, walking tours, interviews with elderly community members, reading circles, research workshops, visits to family gardens, and informal conversations during daily activities. These strategies embraced an intergenerational perspective, fostering rich interactions among children, teachers, parents, grandparents, community leaders, and researchers.</p> <p>The ethnographers played a crucial role in facilitating these interactions as co-participants actively engaged in the community's daily life. This immersive approach allowed the ethnographers to gain deeper insights into the community's knowledge systems and practices. By privileging local voices and experiences, the study aimed to deconstruct hegemonic narratives and recognise the agency and resilience of rural children and their communities. This approach not only highlighted the value of indigenous and localised knowledge but also underscored the collaborative nature of knowledge production in ethnographic research, fostering a more inclusive and respectful understanding of the lived realities within these communities.</p> <p>The research utilised social cartography (Mancila and Habegger [<reflink idref="bib27" id="ref40">27</reflink>]) as a starting point to understand the territories from the children's perspective and to plan routes and visits to gardens and community members. The walking tours were planned collaboratively with the children, and interviews with elderly community members were conducted using instruments designed by the children themselves.</p> <p>Around eight reading circles were held in Cariaco-Bajo and three in Vallecito. These community reading spaces were thoughtfully planned and the readings were collaboratively selected with the help of ethnographers, ensuring they resonated with the participants' experiences and interests. These circles facilitated meaningful dialogue, allowing community members to narrate their own stories and highlight aspects that bound them together. They provided a platform for discussing their concerns and the symbolic elements that define their community. This collaborative approach not only enriched the reading experiences but also reinforced the communities' agency in shaping the narratives that reflect their collective memory. All these strategies were documented in the researchers' field journals, along with planning and activity analysis formats. The children also contributed to the documentation, capturing photographs and videos.</p> <p>The collected data provided a unique perspective on the intricate networks of meaning through which events in the territories were interpreted. To analyse the data, we employed an inductive approach based on grounded theory (Strauss and Corbin [<reflink idref="bib44" id="ref41">44</reflink>]), which involved open and focused coding, as well as analytic memos. The data was initially analysed separately by each researcher with the guidance of the coordinating professor. Then, all three researchers collectively analysed the cases, identifying patterns and connecting them with the theoretical perspectives.</p> <hd id="AN0179769662-9">Results: decolonizing knowledge through rural children's perspectives on territory</hd> <p></p> <hd id="AN0179769662-10">Cariaco-Bajo: sowers of life</hd> <p>Cariaco-Bajo, meaning 'clear water' in the native language, is one of the 32 rural communities in Consacá municipality, located 50 kilometres from the capital of Nariño department in southern Colombia. The Nariño department's strategic location, bordering Ecuador and Colombia in the western mountain range and close to the Pacific Ocean, has unfortunately made it a disputed territory plagued by social issues, including illicit crops, the presence of illegal armed groups, and state neglect.</p> <p>Despite these challenges, Cariaco-Bajo is a small village rich in biodiversity, with its geography providing crucial water sources for the population. The community's main economic activities revolve around coffee plantations, fruit trees, and livestock farming. The community members have formed strong bonds and successfully implemented communal processes centred on agroecology, with the support of organisations like Suyusama.</p> <p>The village's rural school plays a vital role in the community's dynamics. Thanks to the initiatives of the teachers, the school environment is harmoniously integrated with nature, featuring mango and mandarin trees, coffee plantations, native trees, and a vegetable garden. The children view the school as an inseparable part of their community.</p> <p>Parents actively participate in the school's maintenance through collective work known as 'mingas,' where they engage in activities such as weeding, path maintenance, and the application of organic preparations. These processes align with the principles of agroecology and reflect the community's commitment to environmental care and protection.</p> <hd id="AN0179769662-11">Principio del formulario</hd> <p> <emph>Reading circles: Children recreating the social dynamics to their territory.</emph> </p> <p>Through the reading circles, we explored literary texts together and initiated dialogues about our interpretations, which allowed us to discuss children's conceptions of the dynamics within their community (Figure 2). During one of the sessions, the children took turns reading aloud 'Willy the Dreamer' by Anthony Browne. Everyone actively participated in the reading, commenting on the illustrations, laughing, and engaging in discussions about every detail. After finishing the reading, we had a conversation about Willy's story and dreams. Figure 2 reading circle</p> <p>XXX: Willy dreamed about many things. He wanted to be a painter, a dancer, a superhero, and more. What do you dream about? What do you want to be when you grow up?</p> <p>Edison: I dream about sleeping.</p> <p>David: I dream about the love of my life.</p> <p>Giovanni: I want to be a drug trafficker.</p> <p>Giovanni's intervention steered our conversation towards drug trafficking in the territory and their personal experiences with coca cultivation. Having arrived a week ago from Cauca, Giovanni shared stories about his parents' and uncles' involvement in cultivating the plant. As the discussion unfolded, other children opened up about their own experiences with 'raspando coca,' a laborious process of scraping the surface of the leaf to obtain the coca paste. They spoke of how it hurts their hands and how the paste eventually turned into powder in makeshift 'kitchens.' They also revealed that the wages were significantly better in the coca plantations, sometimes earning up to 22,000 pesos (approximately US$5 dollars). Some even delved into the intricate processing of the plant and how it eventually transformed into a drug. Throughout the discussion, the children imitated the motions of 'raspando coca' while sharing their experiences. Despite acknowledging the negative aspects of drug production, they could not deny the allure of the higher wages. For some, family members were directly involved, leading to conversations about the complexities and challenges they faced in their lives. The children demonstrated an in-depth understanding of the intricate social dynamics that surround coca cultivation and its direct relationship with the rural conditions of Colombia.</p> <p>During a school visit, Robin, a fifth-grade student, shared a beaded bracelet he received from a family friend in prison. Many other children also had relatives or acquaintances behind bars. They openly explained that limited job opportunities led some farmers into illicit activities promoted by illegal armed groups. After a reading session of 'Grandpa's Best Trick,' we inquired about their grandparents, and Esneider hesitated but finally revealed, 'I have one who is in jail because he was in some gangs.' Valerie chimed in, mentioning their jailed cousin. When asked if they could visit them, they replied, 'No, we can visit when we turn 15.'</p> <p>Their experiences shed light on the territorial dynamics and the impact of conflict on their lives. Donna Haraway's concept of situated knowledge emphasises that knowledge is always produced from a specific location, shaped by the positionality and experiences of the knower (Haraway [<reflink idref="bib22" id="ref42">22</reflink>]). Children's experiences with coca cultivation and the socio-economic realities of their rural environment inform their understanding and actions. Their first-hand accounts of labour and economic incentives reveal a nuanced comprehension of their circumstances, challenging simplistic, homogenising views of rural childhoods.</p> <p>The children's narratives are situated within a broader context of power, knowledge production, and territoriality. Children's narratives show the territory as a dynamic, socially produced space, encompassing both biophysical and epistemic dimensions (Escobar [<reflink idref="bib12" id="ref43">12</reflink>]). The children's descriptions of their labour, the economic benefits, and the societal impacts highlight the complex interplay between their lived experiences and the broader territorial dynamics. The territory emerges not just as a physical space but as a site of cultural survival and resistance, shaped by historical and socio-political forces (Escobar [<reflink idref="bib12" id="ref44">12</reflink>]).</p> <hd id="AN0179769662-12">Situated rural school activities: exploring local knowledge and practices</hd> <p>During a visit to the school, we witnessed the children and their teacher deeply engaged in harvesting coffee. Working in small groups, they meticulously picked ripe coffee cherries and deposited them into buckets. Subsequently, they manually processed the coffee beans using a traditional method, as depicted in Figure 3. Amidst this activity, Diego, one of the students, shared insights about the presence of apambicos, a type of worm commonly found in coffee crops.</p> <p>Diego: Have you seen the apambicos?</p> <p>Manuela: No, what are they?</p> <p>Diego: They are these white things that sting, let's say you're picking coffee (mimics the motion), and suddenly, you get stung. There are some remedies like panela or visiting a doctor, it turns red, I once got stung by an apambico and it turned red. they are like tiny worms that crawl up and grow, they develop hair and hide behind the coffee plant leaves. Apambicos are tiny warms that crawl up, grow, develop hair, and hide among coffee plant leaves.</p> <p>Understanding apambicos is essential for life within the coffee plant community, representing local knowledge vital for survival in the territory. While the teacher at this school acknowledges the significance of such knowledge, traditional curricula often overlook these invaluable insights, deeming them vulgar. The works of Castro-Gómez ([<reflink idref="bib4" id="ref45">4</reflink>]) and Mignolo ([<reflink idref="bib31" id="ref46">31</reflink>]) on coloniality and decoloniality shed light on the hierarchical structures embedded within knowledge systems, emphasising the need to challenge Eurocentric epistemologies and recognise the validity of local ways of knowing. Figure 3 processing coffee with the children.</p> <p>Graph: Figure 2. Reading circle.</p> <p>Furthermore, our observations revealed how these children acquire essential skills for navigating their territories. On one occasion, as we approached the school, we found the children actively engaged in various tasks under the guidance of their teacher. Some were gathering soil, others were strategically placing coffee plants, and fifth-graders were trimming branches from a cypress tree at the school's entrance to facilitate sunlight for duranta plants. Joneider, equipped with a machete, was positioned on a ladder, skilfully pruning branches. Expressing concern about safety, we were reassured by the children, who explained the necessity of acquiring these skills for fieldwork. The teacher consistently involves them in the maintenance and care of the school, and the children enthusiastically participate, recognising the practical utility of these skills not only at school but also in their daily lives.</p> <p>These dynamic exchanges and dialogues with the children underscore the profound importance of situated knowledge and highlight that children are active agents in the construction of their social and spatial realities (Aitken [<reflink idref="bib1" id="ref47">1</reflink>]). Within their community, children not only acquire practical skills but also inherit a rich tapestry of local knowledge passed down through generations. The machete, for instance, emerges as a vital tool for clearing paths, planting, and tending to animals, embodying the interconnectedness between culture, environment, and survival. However, such practices challenge the rigid curriculum frameworks imposed by Colombian rural schools, which often fail to resonate with the lived experiences of students.</p> <hd id="AN0179769662-13">Composing memories of the territory with the elders</hd> <p>In collaboration with the children from the school, we dedicated time to learn about their territory by engaging in interviews with the older members of the community. Organised into four groups, each focused on a specific topic of interest – water, animals, knowledge and flavours, and plants – we constructed interview guides. The questions proposed by the children ranged from inquiries about bathing practices in the past to the characteristics of the Cariaco River, the diversity of animals, traditional culinary practices, indigenous plant species, medicinal herbs, and food preservation methods, among others. Some children endeavoured to memorise these questions, occasionally jotting them down on paper, while new queries organically emerged during conversations with the elders, enriching both the research process and the construction of cultural memory.</p> <p>Through this intergenerational exchange, the memory of the community and its territory gradually unfolded. As we traversed shortcuts, encountered neighbours and grandparents of the children, and fostered spaces for dialogue, the children began to embrace their roles as researchers. They eagerly shared their experiences and familial stories, contributing to a series of vibrant encounters and discussions. These narratives of remembrance facilitated the reconfiguration of temporal relationships, as described by Halbwachs ([<reflink idref="bib21" id="ref48">21</reflink>]), intertwining the experiences and memories of both the elders and the children. Figure 4 shows a child interviewing a neighbour.</p> <p>Graph: Figure 3. Processing coffee with the children.</p> <p>Graph: Figure 4. Interviewing an Elderly Member of the Community.</p> <p>From the elders, we gleaned knowledge about traditional practices, such as washing clothes with natural detergents derived from local plants, and conserving water using rudimentary methods, underscoring the pristine quality of the water sources in the past. Moreover, we learned about the transformations in agricultural practices, reflecting on the abundance of native crops like corn and the loss of traditional seed varieties in favour of modified alternatives. The elders reminisced about the cultural significance of corn, metaphorically referred to as 'the young lady,' evoking a sense of reverence and connection to the land. They also shared insights into medicinal plants like yanten and paico, highlighting their historical use in treating common ailments among children.</p> <p>These interviews and walks to the elders' homes served as pivotal strategies for reclaiming the history of the territory. The children embraced ancestral knowledge embedded in the collective memory of their community, shedding light on traditions often overlooked in formal education settings. This experience underscored the holistic nature of territoriality, encompassing not only human connections but also our relationships with the non-human (Escobar [<reflink idref="bib12" id="ref49">12</reflink>]).</p> <hd id="AN0179769662-14">Vallecito: walking the vallecito paths</hd> <p>The Magdalena Medio, situated in north-eastern Colombia, comprises the departments of Bolivar, Santander, Cesar, and Boyacá. This region surrounds diverse national departments and is vital for Colombia due to its rich biodiversity and economic significance. It predominantly consists of tropical inter-Andean forest, with the Serrania San Lucas in South Bolivar (Central Mountain Range) encompassing the Vallecito village, forming a key ecosystem and drug trafficking route. The strategic geographic and climatic location fosters the cultivation of illicit crops like coca, poppy, and marijuana (CER [<reflink idref="bib6" id="ref50">6</reflink>]), and the exploitation of its natural resources. Since the 1980s, various armed groups like FARC-EP (Revolutionary Armed Forces of Colombia - People's Army) with fronts 9, 13, and 47, the ELN (National Liberation Army) with the Camilo Torres fronts, and paramilitary groups like the Peasant Self-Defense of Magdalena Medio (ACMM) have contested territorial control, leading to violence and forced displacement of the civilian population (PNUD [<reflink idref="bib36" id="ref51">36</reflink>]). Despite the adversities, the region's inhabitants have displayed remarkable perseverance and unity in their pursuit of peace. The community has adapted to coexist with different armed groups, maintaining specific behaviours for security and self-protection, as seen in a conversation with community member Luz-Enith (LE), who lives with her children and husband on a farm. We discussed how the community currently deals with events related to the forced eradication of illicit crops and the presence of the Army:</p> <p>LA: What can your community do?</p> <p>LE: Well, nothing! What can we do if they are from the government, and this (coca crops) is illegal? They have the right to come without warning. We just have to hope they don't find the farm or try to negotiate with them ... You can't say anything. Don't ask anything because later, if something happens to them, they'll say you were involved. Just greet them and keep quiet. It's better that way.'</p> <p>LA: But how do they find the farms then?</p> <p>E: If they ask which way to go, we send them in the opposite direction because they don't know, and it delays them, or they don't reach the place. Those crops are our livelihood ... if they do get to the farm, there's nothing we can do because we know what we're doing is illegal ... can't you see we have no other way to feed ourselves?</p> <hd id="AN0179769662-15">The memory of the path: what it tells us</hd> <p>Walking is a daily practice in the Vallecito community, serving various purposes like going to work, visiting houses outside the urban area, leisure, and transportation. The paths are created and used by the community, shaping shared knowledge and collective memory. Children, in particular, walk to interact, learn, and reconnect with their territory. This cultural practice became a powerful methodological tool to understand the children's relationship with their surroundings. The paths hold significant meaning as they facilitate the construction of relationships and the emergence of community narratives. The walks also foster ethnographic encounters, where participants share common events (Fabian [<reflink idref="bib13" id="ref52">13</reflink>], 146). As part of the rural school's complementary activities to the formal curriculum, a group of fifteen children named 'Caminantes' (Walkers) was formed through an initiative by XXX, an undergraduate student who conducted his social practicum in the village in 2018.</p> <p>Our walks with the 'Caminantes' took us to the farms around Vallecito village and distant houses. Exploring the territory and visiting these families were our objectives. During these visits, the children shared their encounters with armed groups in the area. They emphasised the importance of knowing where to step and how to walk to avoid the risk of landmines on certain stretches of the paths. Consequently, they taught us how to identify landmines and navigate around them. Figure 5 shows a drawing of the fieldnotes about the children explaining how to avoid stepping on landmines.</p> <p>Graph: Figure 5. Drawing of a landmine.</p> <p>The children taught us that stones on the path with a stick placed in front of them indicated the possibility of buried landmines, cautioning us not to step on them. If accidentally stepped on, they advised running away quickly to avoid injury. During a walk towards Don Juan´s farm, we stopped near the village exit as one of the children showed us markings on a shrubbery wall. As shown in the Figure 6, there is a mark from the guerrilla group ELN with a cross is in the lower right corner. They explained that these markings were there because a few months ago, someone from La Línea (transportation vehicle) had been killed on that stretch of the road. The incident was recent, and the children discussed Edinson's story, reconstructing the events and speculating on the details.</p> <p>The driver was covering the Vallecito – San Pablo route that morning. At the spot the children mentioned (about 400 meters from Vallecito entrance), a motorcycle with two men arrived and stopped 'La Línea' to talk to Edison. After an exchange of words, they shot and killed him when he turned to get back into the car. The passengers ran back to the village to report the incident. Some were screaming, others in tears, while some walked silently along the road. On the markings next to the cross, 'ELN' can be read. The event left a lasting impact on the path, evident not only in the markings on the wall but in the collective memory as well (Field notes, November 2018).</p> <p>The joint reconstruction of the children's narratives captures the memory processes surrounding events linked to the armed conflict in their territory and the significance they ascribe to these events. The narrated events imbue the place with meaning, as walking to the location where they occurred signifies a lived experience and a re-enactment of the past. This movement within the territory becomes a trajectory filled with historical events. As De Certeau states, narratives are 'narrated adventures that at once produce geographies of actions' ([<reflink idref="bib10" id="ref53">10</reflink>], p. 128). Taking care and protecting ourselves from landmines on the path and discussing the details of a community member's murder in a space marked by the wounds of war represent forms of situated knowledge (Haraway [<reflink idref="bib23" id="ref54">23</reflink>]), shaped through lived experiences and the narratives of these events.</p> <p>Graph: Figure 6. ELN markings.</p> <hd id="AN0179769662-16">Visiting the elderly: conversing with memory</hd> <p>During our visits to individuals and families living on the farms, the children guided conversations towards topics about life and the stories of Vallecito community members. While there was no scripted structure for the visits, the children thought about what aspects they wanted to discuss with the people on the farms, resulting in varied questions such as: Why do you live alone? How many children do you have? Where is your family? Do you prefer Vallecito or up here? Has Gustavo had lunch yet?</p> <p>Collective memory, as proposed by Halbwachs ([<reflink idref="bib21" id="ref55">21</reflink>]), is a social process constantly evolving in relation to others. The accounts provided by the residents, prompted by the children's inquiries, contained events, images, and memories from the past, contributing to the construction of present understandings and the formation of a collective memory within the Vallecito children, shaping their perspectives. For instance, we learned about the founding history of Vallecito and El Diamante, a neighbouring district in Santo Domingo Canyon. Don Juan recounted that he and two companions migrated to the region over forty years ago to settle and cultivate the available lands. They named their settlement El Diamante after encountering an inn called Tres Diamantes in San Pablo. Travel between the settlements at the time required mules and carts since there was no road connecting them. The encounters and conversations between different generations facilitated mutual understanding and the generation of knowledge about the territory through dialogue and interaction, fostering new connections among community members, promoting historical memory, and recognising communal support networks.</p> <hd id="AN0179769662-17">Mapping the walks: emotions, events, and territorial interpretations</hd> <p>Following our walks, we convened meetings at the school to collectively map our experiences, emotions, and significant encounters along the paths traversed. The resulting cartographic drawings provided a visual representation of the children's engagement with the territory, revealing a complex interplay of emotions and perceptions Figure 7.</p> <p>Graph: Figure 7. Maps of the paths.</p> <p>The drawings show the ambivalent views of the roads for the children, juxtaposing elements of enjoyment and fear. On one side, the road symbolises adventure and exploration, while on the other, it evokes anxiety and apprehension. Similarly, representations of trees, birds, and mountains evoke mixed emotions, reflecting the multifaceted nature of the children's relationship with their environment. Within the drawings, the children express concerns about potential dangers encountered along the paths. References to the 'La Línea' car, which was associated with the incident in which Edison was killed, and the fear of armed groups controlling the area, underscore the precariousness of navigating the territory. They expressed:</p> <p>Mugre: What if a guerrilla appears here?</p> <p>Faro: Yes, let's pray that nothing happens while we walk past them.</p> <p>Such anxieties highlight the pervasive impact of violence and insecurity on the lived experiences of the community. Moreover, the drawings evoke mythical creatures and supernatural beings from local folklore, such as the Patasola and the Mohán, which elicit fear and fascination among the children. These mythical entities, deeply embedded in the cultural fabric of the community, contribute to the construction of a distinct territorial imaginary, shaped by ancestral beliefs and collective narratives.</p> <p>In analysing the drawings, we discern traces of collective memory and historical trauma inscribed within the landscape. Depictions of crosses marking sites of violence and references to past incidents of community members being murdered serve as poignant reminders of the enduring legacies of conflict and loss. These visual narratives not only document past events but also serve as a means of reclaiming and memorialising the community's shared history – a process that resonates with Arturo Escobar's notion of territory as a site of memory and resistance (Escobar [<reflink idref="bib12" id="ref56">12</reflink>]).</p> <p>Amidst these reflections, the drawings also capture moments of joy and connection experienced during the walks. Visits to families' farms, marked by gestures of sharing and reciprocity, evoke feelings of happiness and solidarity among the children. These vignettes of communal life underscore the transformative potential of collective action and mutual support within the territory.</p> <p>In conclusion, the cartographic drawings produced during the post-walk meetings serve as vivid testimonies to the children's engagement with their territory. They embody forms of territorial appropriation, wherein the children actively reconstruct past and present episodes, contribute to the community's collective memory, and shape their own realities and meanings of vital spaces. Through collective dialogue and expression, the children not only articulate their individual interpretations of the territory but also contribute to the ongoing process of memory construction and territorial reclamation in Vallecito.</p> <hd id="AN0179769662-18">Discussion</hd> <p>Placed within their socio-political and cultural contexts, the narratives of children in these rural settings produce situated knowledge (Haraway [<reflink idref="bib23" id="ref57">23</reflink>]), wherein the territory acquires semantic and experiential meanings interwoven with community processes (Castro-Gómez [<reflink idref="bib4" id="ref58">4</reflink>]). Recognising children as contributors to territorial knowledge underscores the importance of their perspectives in understanding and shaping their territories (Aitken [<reflink idref="bib1" id="ref59">1</reflink>]). The data presented suggests that co-creating knowledge with children, informed by local experiences and relationships, holds promise for strengthening the social fabric of rural communities and reconfiguring the present. The events discussed challenge homogenising discourses about childhood, war, peace, and rurality, underscoring the importance of exploring multiple, mobile, and relational knowledge that positions children as subjects with agency.</p> <p>Furthermore, the discussions around memory processes involving children challenge conventional understandings of generational memory transmission. Instead, the experiences showcased in this study depict children as active agents in their territories, capable of reshaping and redefining their social and cultural realities. Sosenski ([<reflink idref="bib43" id="ref60">43</reflink>]) states, 'Children's voices are part of the cultural heritage, the collective memory of our people,' emphasising the vital role children play as social actors and contributors to historical and cultural memory (<reflink idref="bib45" id="ref61">45</reflink>). In the encounters described in this article, children appear as social actors and as individuals who possess knowledge about their territories. They construct historical and cultural memory with their own visions, criteria, experiences, and meanings about the life and culture through which they navigate (Chacón [<reflink idref="bib7" id="ref62">7</reflink>]). They have the capacity to recognise themselves as individuals but also as part of a community.</p> <p>The collaborative approach was of great importance in this study as it represented a shift in the relationships between the children and the adults participating in the research, challenging the normalised adult-centric and hierarchical way of producing knowledge in social research (Milstein, Clemente, and Guerrero [<reflink idref="bib33" id="ref63">33</reflink>]). The experiences presented here introduced relational spaces in which children's involvement and agency emerged (Cussiánovich [<reflink idref="bib9" id="ref64">9</reflink>]), often overlooked from an adult-centric perspective. This led us to understand the meanings of the issues in their territories and how these issues have impacted their lives. Additionally, the construction of narratives and stories about events and practices among children and other community members created spaces for encounter and dialogue that contributed to the revitalisation of territorial memory (Guerrero-Arias [<reflink idref="bib18" id="ref65">18</reflink>]) and the strengthening of social bonds in communities heavily impacted by social dynamics related to armed conflict and illicit crops. Riaño-Alcalá ([<reflink idref="bib41" id="ref66">41</reflink>]) suggests that the recovery of memory 'confronts many of the ghosts and fears of the present, opening the doors for encounters through memories, visits, or festivities, for the elaboration of mourning and the reconstruction of social fabric' (<reflink idref="bib103" id="ref67">103</reflink>). The processes of memory construction by the children of Cariaco-Bajo and Vallecito, based on their local experiences, showed us practices and experiences of the territory that emerged and were resignified in the present through dialogue.</p> <hd id="AN0179769662-19">Conclusion</hd> <p>This research process can be conceived as an educational experience for the construction of collective memory with an intergenerational perspective. Through collaboration with children and the community, knowledge has been generated about the practices and traditions specific to the communities that sustain the territory. This situated knowledge is relevant at the local level and helps strengthen the community relationships that form in the territory. This knowledge distances itself from school knowledge and the knowledge valued by hegemonic academies, challenging the excluding separation between modern hegemonic scientific knowledge and local knowledge. The latter has historically been undervalued. This epistemological denial, also described by other authors as the 'coloniality of knowledge' (Castro-Gómez [<reflink idref="bib4" id="ref68">4</reflink>]), has been systematically exercised with the social practices that generate knowledge, which are antagonistic to modern scientific thinking. To overcome this division, it is necessary to adopt perspectives that challenge the dominant paradigm and recognise the importance of situated knowledge (Haraway [<reflink idref="bib23" id="ref69">23</reflink>]). All social groups possess their own geographical knowledge that arises from their relationship with the territory as a living space and through the exercise of their territoriality (Quintero-Weir [<reflink idref="bib39" id="ref70">39</reflink>]).</p> <p>The studies presented here propose epistemological, methodological, and ethical possibilities for the development of educational ethnographies that involve local knowledge and children as subjects of knowledge. 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| Items | – Name: Title Label: Title Group: Ti Data: Educational Ethnographies on Memory and Territory with Children in Rural Contexts in Colombia – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alba+Lucy+Guerrero%22">Alba Lucy Guerrero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1605-2983">0000-0003-1605-2983</externalLink>)<br /><searchLink fieldCode="AR" term="%22Manuela+Correa%22">Manuela Correa</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Stefanny+León%22">Laura Stefanny León</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Ethnography+and+Education%22"><i>Ethnography and Education</i></searchLink>. 2024 19(3):259-277. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22War%22">War</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+Attitudes%22">Adolescent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Attitudes%22">Childrens Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Place+Based+Education%22">Place Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Involvement%22">Community Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Study%22">Community Study</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/17457823.2024.2389060 – Name: ISSN Label: ISSN Group: ISSN Data: 1745-7823<br />1745-7831 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1440820 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17457823.2024.2389060 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 259 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Rural Areas Type: general – SubjectFull: Children Type: general – SubjectFull: Adolescents Type: general – SubjectFull: Disadvantaged Youth Type: general – SubjectFull: War Type: general – SubjectFull: Adolescent Attitudes Type: general – SubjectFull: Childrens Attitudes Type: general – SubjectFull: Geographic Location Type: general – SubjectFull: Place Based Education Type: general – SubjectFull: Memory Type: general – SubjectFull: Community Involvement Type: general – SubjectFull: Community Study Type: general – SubjectFull: Colombia Type: general Titles: – TitleFull: Educational Ethnographies on Memory and Territory with Children in Rural Contexts in Colombia Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alba Lucy Guerrero – PersonEntity: Name: NameFull: Manuela Correa – PersonEntity: Name: NameFull: Laura Stefanny León IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1745-7823 – Type: issn-electronic Value: 1745-7831 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Ethnography and Education Type: main |
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