<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogota. We analyze the contexts of the schools and the dynamics of the school scenarios. The research enabled us to identify the territories’ importance in the construction of identities and people’s life histories; to reaffirm the school as a political and social ground; the teacher´s role in mediating and encouraging new experiences and life projects, and finally the importance to generate qualification processes with and for the teachers who enhance their practices with forced displaced children in a “welcoming” community.</p>
</abstract>

This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogota. We analyze the contexts of the schools and the dynamics of the school scenarios. The research enabled us to identify the territories’ importance in the construction of identities and people’s life histories; to reaffirm the school as a political and social ground; the teacher´s role in mediating and encouraging new experiences and life projects, and finally the importance to generate qualification processes with and for the teachers who enhance their practices with forced displaced children in a “welcoming” community.

School, forced displacement and teacher knowledge in Bogota, Colombia

Ph.D., Fundación Universitaria Los Libertadores

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"School, forced displacement and teacher knowledge in Bogota, Colombia"}

This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of...

School, forced displacement and teacher knowledge in Bogota, Colombia

Online veröffentlicht: 13. Juli 2022

Seitenbereich: 89 - 107

DOI: https://doi.org/10.2478/jped-2022-0005

Schlüsselwörter
childhood, forced displacement, narratives, school, teacher knowledge

© 2022 Ana María León Rodríguez et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

School, forced displacement and teacher knowledge in Bogota, Colombia

Online veröffentlicht: 13. Juli 2022

Seitenbereich: 89 - 107

DOI: https://doi.org/10.2478/jped-2022-0005

Schlüsselwörterchildhood, forced displacement, narratives, school, teacher knowledge

© 2022 Ana María León Rodríguez et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
childhood, forced displacement, narratives, school, teacher knowledge