Positioning Gender in an Experimental Collaboration with Secondary School Students in Madrid

  Por

Cruz, I; Poveda, D. y Morgade, M. (2020). Positioning gender in an experimental collaboration with secondary school students in Madrid. ETNIA-E: Cuadernos de Investigación Etnográfica sobre Infancia, Adolescencia y Educación del IMA/FMEE nº 17, 1-25. This paper discusses gender performances in a collaborative experience organized with a group of adolescent… Continue reading

Two childhoods, two neighborhoods, and one city: utopias and dystopias in Brasilia

  Por

Nunes-Marques, R; Müller, F; Melo-Kanegae, M. and Morgade, M. (2020, online first). Two childhoods, two neighborhoods, and one city: utopias and dystopias in Brasilia. Children’s Geographies (DOI: 10.1080/14733285.2020.1772961) This article explores the experiences of two children in two neighborhoods of Brasilia: the model superblock and the Vila do Boa. We… Continue reading

Space and practices: Engagement of children under 3 with tablets and TVs in homes in Spain, Sweden and England

  Por

Poveda, D; Matsumoto, M; Sundin, E; Sandberg, H; Aliagas, C. y Gillen, J. (online first, 2020). Space and practices: Engagement of children under 3 with tablets and TVs in homes in Spain, Sweden and England. Journal of Early Childhood Literacy. Young children’s engagements with digital technologies form part of their… Continue reading

Gatekeeping the interactional R order: field access and linguistic ideologies in Content and Language Integrated Learning–type bilingual education programs in Spanish secondary schools

  Por

  Poveda, D; Giampapa, F. y Relaño-Pastor, A. (2020, online first). Gatekeeping the interactional order: Field access and linguistic ideologies in Content and Language Integrated Learning-type bilingual education programs in Spanish secondary schools. Qualitative Research.  This article reflexively discusses field access as a continuous process in linguistic ethnographic fieldwork and… Continue reading