Musical education programs of informal education that look after socioeconomically vulnerable teenagers. Configuration of a network of translations and interests
DOI:
https://doi.org/10.7203/LEEME.46.16310Keywords:
Art, Music, Education Through Arts, Non-Formal Education.
Abstract
The network analysis of a non-formal program of education through the arts, which look after socioeconomically vulnerable teenagers, allows us to recognize their relationships, scope, and limits in other networks (the program, the family, the formal education, and the linkage between friends). The objective of this work is focused on building the network of associations between two of these networks: the program and the linkages between friends. In accordance with this objective, we adapted the actor-network theory (ANT) and we used ethnographic resources for data collection and analysis. Among the main findings, we highlight that controversies work as the trigger which generates in networks configuration movements, stabilization, or their fading. Likewise, the network assembly describes the processes that are behind the contributions or changes which are attributed to education through the arts.
Author Biographies
Elsa Natali González Gonzalez, Universidad de Sonora, Departamento de Psicología y Ciencias de la Comunicación
Leonel De Gunther Delgado, Universidad de Sonora, Departamento de Bellas Artes
References
Ángel-Alvarado, R y Lira-Cerda, J. (2017). Instalaciones y recursos educativos para la educación musical según la representación social de los estudiantes chilenos. Revista electrónica de LEEME, 40, 19-31. doi:10.7203/LEEME.40.10412
Berrón, E. (2017). Integración creativa de la música Pop-Rock en el aula. Revista Electrónica de LEEME, 39, 1-20. doi:10.7203/LEEME.39.10070
Callon, M., Lawand, J. y Rip, A. (1998/1986). Mapping the dynamics of science and technology: sociology of science in the real world. Basingstoke: Macmillan Press.
Christophersen, C. (2015). Changes and challenges in music education: reflections on a Norwegian arts-in-education program, Music Education Research, 17(4), 365-380, doi:10.1080/14613808.2014.930119
Consejo Nacional de Evaluación de la Política de Desarrollo Social [CONEVAL] y Fondo Internacional de Emergencia de las Naciones Unidas para la Infancia [UNICEF]. (2015). Pobreza y derechos sociales de niñas, niños y adolescentes en México, 2014. Recuperado de: https://www.unicef.org/mexico/spanish/MX_Pobreza_derechos.pdf
Fenwick, T.J.A. y Edwards, R. (2010). Actor-network theory in education. New York: Routledge Taylor y Francis Group.
Fenwick, T. y Edwards, R. (2012). Researching Education Through Actor-Network Theory. Sussex, Reino Unido: Wiley-Blackwell.
Geertz, C. (1973). La interpretación de las culturas.Barcelona, España: Gedisa.
Hennion, A. (2017). De una sociología de la mediación a una pragmática de las vinculaciones. Retrospectiva de un recorrido sociológico dentro del CSI. Cuestiones de sociología, 16, e32. Recuperado de: http://memoria.fahce.unlp.edu.ar/art_revistas/pr.8194/pr-8194.pdf
Larrión, J. (2019). Actor-network theory. Synthesis and evaluation of Bruno Latour's post-social drift. Revista Española de Sociología, 28(2), 323-341. doi:10.22325/fes/res.2019.0
Latour, B. (1999). On recalling ANT. En J. Law y J. Hassard (Eds.), Actor network theory and after(pp.15-25). Oxford: Blackwell Publishers: The Sociological Review.
Latour, B. (2008). Reensamblar lo social. Una introducción a la teoría del actor-red. Buenos Aires, Manantial.
Latour, B. (2010). Cogitamus Seis cartas sobre las humanidades científicas. Barcelona: Paidós Editores.
Latour, B. (2013). Investigación sobre los modos de existencia. Una antropología de los modernos. Buenos Aires: Paidós.
Machover, T. (2007). My Cello. En S. Turkle (Ed.), Evocative objects: things we think with(pp.14-21). Cambridge: The MIT Press.
Morin, E. (2002). La cabeza bien puesta. Repensar la reforma. Reformar el pensamiento. Bases para una reforma educativa. Buenos Aires: Nueva visión.
Piaget, J. (1975). Problemas de psicología genética. Barcelona: Ariel.
Rusinek, G. (2008). Disaffected learners and school musical culture: an opportunity for inclusion. Research Studies in Music Education, 30(1), 9-23. doi:10.1177/1321103x08089887
Silva, C. (2011). La teoría del actor-red tal como yo la imagino. Breve ensayo sobre el cosmos semáfórico. Athenea digital, 11(1), 203-215. Recuperado de: https://atheneadigital.net/article/view/v11-n1-silva
Tirado, F. y Domènech, M. (2005). Asociaciones heterogéneas y actantes: El giro postsocial de la teoría del actor-red. AIBR Revista de Antropología Iberoamericana, número especial, 1-26. Recuperado de: http://www.redalyc.org/pdf/623/62309905.pdf
Turkle, S. (Ed.) (2007). Evocative objects: things we think with. Cambridge: The MIT Press.
Downloads
Published
Issue
Section
License
Authors who have publications with this journal agree to the following terms:
a) Authors will retain their copyright and will grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License that allows third parties to share the work as long as its author and first publication in this journal are indicated.
b) Authors may enter into other non-exclusive licensing arrangements for the distribution of the published version of the paper (e.g. depositing it in an institutional telematic archive or publishing it in a monographic volume) provided that initial publication in this journal is indicated.
c) Authors are allowed and encouraged to disseminate their work via the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which may lead to interesting exchanges and increase citations of the published work.
d) They agree to act as reviewers, if requested by the journal's editorial team.
Language
Information