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2012 - Vol. 6 Num. 1 | |||||
Migrant children and processes of identification in the school context: "not dare to tell". Some approaches to the analysis of shame.
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Laura Martinez | ||||||
Abstract | ||||||
In this paper, I present reflections about the ethnic and national identit tensions that Bolivian migrant children (or belonging to migrant families) in an elementary school in Buenos Aires, Argentina. I intend to analyze the uses and meanings of shame, a category used by teachers and students to talk about migrant children’s silence when they’re asked to tell the experiences related to their families, as migrants or Bolivians. I analyze how these experiences appear to be silenced in the context of children's interactions. I try to establish certain relations between the contradictory meanings that address to identity references, and the way they are linked to the position of children. I also analyze a set of theoretical conceptualizations of shame, from which I point the link with identity tensions experienced by the subjects. |
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Key words | ||||||
Migrant children, shame, identity tensions. |
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Complete Text | ||||||
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Reference | ||||||
Martinez, L. (2012). Niños migrantes y procesos de identificación en el contexto escolar: “no se animan a contar”. Algunas aproximaciones al análisis de la vergüenza. Revista Latinoamericana de Educación Inclusiva, 6 (1), pp. 73-88. http://www.rinace.net/rlei/numeros/vol6-num1/art4.pdf. Consultado el (Fecha). |
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