Andrew Webb
Biographic Data
| ID | 109179 |
|---|---|
| NAME | Andrew Webb |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Webb |
| SIGNATURE | WEBB A |
| AFFILIATIONS | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0003-2706-7670 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 103 |
| AUTHOR COUNT | 41 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Revisiting Hargreaves: An Eliasian analysis of school relationships as figurations and power balances
Almost 50 years after the publication of Social Relations in a Secondary School, I return to David Hargreaves’ pioneering school ethnography to analyse its data from an Elisian perspective, by focusing on concepts such as second nature, power balances, the civilising process and game models. I present a case for why Hargreaves and Elias share common concerns about school relations as figurations, from the micro circumstances of form streams, up t…
Ethnicity as emotional-cognitive practice in relational contexts
In this article, I propose an emotional-cognitive approach to ethnicity, demonstrating how boundaries and categorizations are relationally appraised and felt. I address Brubaker and colleagues' insightful work on ethnicity as cognition, as an area that would be analytically enhanced by combining cognition and emotion. Integrating emotion as a co-constituent of ethnic enactment transcends the mind–body dichotomy of rational versus emotional consid…
The global reach of colorblind racism in education: Exemplars from three country contexts
Anti-bullying tensions in Chile: A figurational social-ecological analysis of policies, schools and families
School climate from a figurational perspective: A case study of Chilean education policies and laws
School climate policies have, broadly speaking, been analysed in terms of their effectiveness against violence in schools, or from critical perspectives that question the normative nature of their discursive ‘truths’. In this paper I propose a complementary approach, inspired by Norbert Elias’s processual sociology to address the long-term and unintended directions that school climate policies and laws have taken. Drawing on historical secondary …
The how’s and how often’s of school harassment: How do they influence the academic achievement of adolescents over time
Provocations from the ‘STS as a Critical Pedagogy’ Workshop
This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and re…
Robert Park and Norbert Elias's contributions to ethnic and racial studies: A relational approach
Since Weber's work on ethnic affinities, two centuries have passed in which scholars have drawn on sociological traditions in attempts to capture the characteristics and complexities of ethnic and racial phenomena. While some authors' works have been critically acclaimed and widely cited, others remain somewhat more peripheral, including two of sociology's more famous names from the classical cannon: Robert Park and Norbert Elias. In this paper I…
He’s actually very kind’: Bullying figurations and the call of capital
In this paper, we draw on the concepts of figurations, capital, and hegemonic masculinity to analyse a bullying relation involving two fifth-grade boys at a Swedish comprehensive school. The findings are based on ethnographic fieldwork, which included participant observations and group interviews with eight teachers and fourteen students (seven girls and seven boys) from the same class. Our findings demonstrate the complexity of the relation betw…
Teacher's social desirability bias and Migrant students: A study on explicit and implicit prejudices with a list experiment
Construct validity and responsiveness of a health-related symptom index for persons either treated or monitored for anal high-grade squamous intraepithelial lesions (HSIL): Amc-A01/-A03
Moving Beyond Racism? Tensions Between Interculturalism and Conviviality in Chilean Schools from a Figurational Perspective
Efforts to overcome racism in Chilean school contexts have primarily been enacted through intercultural and conviviality policies. While indigenous people’s participation in schooling is much more equitable than in the past, we discuss some of the implicit tensions in staff members’ narratives about overcoming racism. We draw on a figurational perspective to underscore staff members’ perceptions of progress, the diminishing presence of racial dis…
Becoming neoliberal policy subjects: Staff members’ discursive practices about school climate in Chile
Reforms to school climate policies in Chile have led to a marked shift away from punitive approaches for dealing with bullying behaviours, toward more educationally formative processes. Schools in this national context have also been given greater responsibilities for designing anti-bullying practices relevant to their own educational communities. Based on qualitative interviews with staff members in six inner-city schools in the Chilean capital …
Mapuche Transitions from Education to Work: Vulnerable Transitions and Unequal Outcomes
This article investigates vulnerabilities in transitions from secondary and tertiary education to work among the indigenous Mapuche youth in Chile. The study draws from a 2014 social survey and qualitative in-depth interviews of indigenous students in secondary and higher education focused on the magnitude of accumulative disadvantages and the decision processes involved in their choice of future life-paths. Despite socioeconomic convergence with…
The experience of caring for an older relative in Chile: Going beyond the burden of care
Care in Chile, as in most Latin American countries, remains largely the responsibility of female family members in informal arrangements with little government support. The analysis of caring for a dependent older person has commonly been approached from the burden of care perspective, focusing on the tasks carried out, the time spent providing care and the negative (burdensome) consequences for the care-giver. This study reveals the daily experi…
A figurational approach to understanding school climate and peer harassment: Possibilities from Norbert Elias’s work
Although psychological approaches have been the mainstay of scholarly research on school climate, offering state‐of‐the‐art measurements and methodologies, sociological perspectives remain essential perspectives because violence is essentially a social phenomenon. This paper offers a theoretical consideration of contributions to this field, focusing specifically on those that provide a critical historical lens. I suggest that while Foucault's app…
A Method for Conducting Preliminary Analysis of the Nature and Context of Sport for Development and Peace Projects in Fieldwork Research: An Illustration With a Malagasy Non-Governmental Organization
More research on sport for development and peace (SDP) organizations is needed to better understand their actual contributions to the United Nations (UN) Sustainable Development Goals (SDGs). Yet, the unstable, restricted, or even risky contexts in which many non-governmental organizations (NGOs) and SDP agencies sometimes operate often leave researchers to face important challenges to develop effective or feasible methods to work with such organ…
Re-signifying and negotiating indigenous identity in university spaces: A qualitative study from Chile
This article draws on life history interviews with Indigenous university students in Chile to demonstrate the ways these young people re-signify and negotiate their participation in higher education. International scholarship has emphasized the unequal conditions for minority groups to access higher education, but attention also needs to be given to the ways students forge new identity pathways for themselves within these racialized environments.…
Laying claims on the city: Young Mapuche ethnic identity and the use of urban space in Santiago, Chile
This article explores indigenous young people's use of different types of space within Santiago's unequally distributed opportunity structure to express cultural belonging and sense of place. Drawing on qualitative work informed by environmental psychology and critical geography, the article discusses how young Mapuche residents in Santiago elaborate practices and relations with their neighborhood, public areas and institutional space to establis…
Reliability and between-group stability of a health-related quality of life symptom index for persons with anal high-grade squamous intraepithelial lesions: An Aids Malignancy Consortium Study (AMC-A0…
Staff perspectives on victimisation in multi-ethnic Chilean elementary schools
This paper draws on qualitative interviews conducted with school staff in four multi-ethnic urban public schools in Santiago, Chile, to provide a sociological analysis of common-sense constructs surrounding victimisation. The questions guiding the study were to what extent school staff share similar perspectives toward victimisation (as demonstrative of a school culture), and how this impacts the capacity to generate positive school climates in m…
Examining transdiagnostic vulnerabilities among HIV positive smokers seen at three inner city community based organizations
Investigators have proposed a "transdiagnostic vulnerability framework" that examines the relationship between smoking and broader emotional factors, including anhedonia, anxiety sensitivity, and distress tolerance. Because smoking and depression are more common in persons living with HIV and AIDS (PLWHA) than in the general population, understanding the relationship between smoking and mental health is critical. The following study aims to chara…
Getting there and staying in: First-generation indigenous students’ educational pathways into Chilean higher education
Drawing on a total of 26 life history interviews with indigenous students in higher education, the article examines the role of activating valued resources and personal strategies to navigate unequal pathways into higher education. In Chile, the historical inequalities for indigenous people’s access to higher education are beginning to be reverted, but these changes misrecognize ongoing disadvantages in regard to experiencing university life. Sel…
Recreated practices by Mapuche women that strengthen place identity in new urban spaces of residence in Santiago, Chile
The phenomenon of migration to cities by indigenous Mapuche people of Chile is associated with various consequences, such as the loss of ethnic identity and cultural practices. This study aims to describe how ethnic identity is maintained through the recreation of ancestral cultural practices that Mapuche women promote in their families, generating identification to new spaces of residence. This qualitative research draws on analyses of forty-eig…
Denying systemic inequality in segregated Chilean schools: Race-neutral discourses among administrative and teaching staff
This article addresses the educational context in which ethnically segregated high poverty schools operate in Chile, and the ways that inequalities within these establishments are understood by members of their administrative and teaching staff. In particular we draw attention to the unwillingness of the majority of these employees to name or recognize specific forms of institutional inequality. Following critical pedagogy literature we argue tha…
Mapuche youth between exclusion and the future: Protest, civic society and participation in Chile
In Chile, indigenous Mapuche teenagers are caught in a deadlock between, on the one hand, parental aspirations and neo-liberal educational processes, and on the other, affective and social ties to a racialized and often stigmatized indigenous population and landscapes. The paper draws on the concept of vital conjuncture [Johnson-Hanks, J. 2002. “On the Limits of Life Stages in Ethnography: Toward a Theory of Vital Conjunctures.” American Anthropo…
Negotiating optimum distinctiveness: Cognitive tendencies toward primordialism among Mapuche youth
In recent years primordialism, as a model for understanding people's essentialist perceptions of ethnic similarity and difference, has returned to social scientific debates with a new degree of respectability and theoretical rigour. This article provides further evidence for why primordialism is prioritized by ethnic minorities as a cognitive mechanism for maintaining group distinctiveness, drawing on data gathered among indigenous youth in Chile…
Recreated practices by Mapuche women that strengthen place identity in new urban spaces of residence in Santiago, Chile
The phenomenon of migration to cities by indigenous Mapuche people of Chile is associated with various consequences, such as the loss of ethnic identity and cultural practices. This study aims to describe how ethnic identity is maintained through the recreation of ancestral cultural practices that Mapuche women promote in their families, generating identification to new spaces of residence. This qualitative research draws on analyses of forty-eig…
Subaltern Bureaucrats and Postcolonial Rule: Indigenous Professional Registers of Engagement with the Chilean State
What is the experience of a racial subaltern on becoming an employee of a postcolonial state? Latin America has undertaken widespread multicultural state reform, often in response to pressure from nation-wide social movements and transnational human rights activism. This provides us with a window into ways in which subaltern individuals negotiate their place in a historically exclusionary state with norms of whiteness, European codes, and literal…
Sport for Development and Peace in Action: Building Facts for Funding
The aim of this article is to provide insight on how claims that sport contributes to development or peace are transformed into facts. Beyond a theoretical discussion about how sport for development and peace (SDP) facts are built, this article demonstrates, in rich detail, the subtle art of SDP fact building for funding purposes. Specifically, through an integrative literature review and two case studies, a mix of fact-building actors composed o…
Laying claims on the city: Young Mapuche ethnic identity and the use of urban space in Santiago, Chile
This article explores indigenous young people's use of different types of space within Santiago's unequally distributed opportunity structure to express cultural belonging and sense of place. Drawing on qualitative work informed by environmental psychology and critical geography, the article discusses how young Mapuche residents in Santiago elaborate practices and relations with their neighborhood, public areas and institutional space to establis…
Articulating the Mapu: Land as a Form of Everyday Ethnicity among Mapuche Youth of Chile
This article explores the extent to which land (mapu) continues to function as a central ethnic marker in the identity formation of Mapuche youth in Chile. Given its historical importance to the very meaning of being Mapuche and contemporary demands for land recuperation, I examine the ways in which land is used by the indigenous youth to define themselves in relation to non-Mapuche others. Chilean media and politicized discourses can present ove…
M apuche Demands during Educational Reform, the Penguin Revolution and the C hilean Winter of Discontent
Enduring inequalities in C hile's education system are both a socio‐economic and ethno‐national problem. Student protests in 2006 and 2011 are representative of growing public concerns over the neoliberal socio‐economic model adopted by respective governments since the military regime ended in 1990. Education has also become a contested space in which the recognition of indigenous rights – and cultural and linguistic diversity in particular – hav…
Denying systemic inequality in segregated Chilean schools: Race-neutral discourses among administrative and teaching staff
This article addresses the educational context in which ethnically segregated high poverty schools operate in Chile, and the ways that inequalities within these establishments are understood by members of their administrative and teaching staff. In particular we draw attention to the unwillingness of the majority of these employees to name or recognize specific forms of institutional inequality. Following critical pedagogy literature we argue tha…
Unfulfilled promises of equity: Racism and interculturalism in Chilean education
In rural Araucanía secondary schools, prescriptive and formal government programs for interculturalism – designed to overcome differentials between Indigenous and non-Indigenous pupils in educational outcomes – have had limited impact. Drawing on research across four schools, this article examines how the dynamics between state-led top-down prescriptive guidelines interface with teacher practice, school objectives, and existing racializing dynami…
Whitened Geographies and Education Inequalities in Southern Chile
In this paper, we draw on critical geographies and sociologies of race and education to explore ways in which the meanings and conducts of whiteness are reproduced in and through Chilean secondary education in an indigenous-majority area. We focus on links between socio-economic, geographical and racial criteria to understand how the privileges of whiteness are naturalised in the region's educational provision and among Mapuche indigenous pupils.…
The experience of caring for an older relative in Chile: Going beyond the burden of care
Care in Chile, as in most Latin American countries, remains largely the responsibility of female family members in informal arrangements with little government support. The analysis of caring for a dependent older person has commonly been approached from the burden of care perspective, focusing on the tasks carried out, the time spent providing care and the negative (burdensome) consequences for the care-giver. This study reveals the daily experi…
Indigenous citizens in the making: Civic belonging and racialized schooling in Chile
This paper explores expressions of sociocultural and political subjectivity among indigenous youth located within four secondary boarding schools in the Araucanía Region of Chile. For rural indigenous students, these schools are a primary site in which they come to gain a sense of themselves as members of civil society and as future citizens. Drawing on young peoples’ experiences in boarding facilities and expressions regarding sociopolitical pos…
Indigenous schooling grants in Chile: The impacts of an integrationist affirmative action policy among Mapuche pupils
This article assesses the extent to which indigenous grants administered to school pupils and university students in Chile can be considered affirmative action towards social justice. Drawing on Fraser’s framework for parity of participation, I question whether the grants are able to provide both redistribution and recognition for indigenous pupils. I provide a historical policy analysis of education reform in regards to indigenous populations, a…
A triumph of hope over reason? Aid accords and education policy in Kenya
Despite a long history of post-independence aid to education, Kenya's relationships with overseas donors have, until recently, been markedly fractious. Donors' concerns about transparency and corruption, in the context of a political regime which became increasingly authoritarian, led to sharp reductions in aid to Kenyan education during the 1990s. However, political change in 2002 and new Kenyan commitments to reach agreed international educatio…
Becoming neoliberal policy subjects: Staff members’ discursive practices about school climate in Chile
Reforms to school climate policies in Chile have led to a marked shift away from punitive approaches for dealing with bullying behaviours, toward more educationally formative processes. Schools in this national context have also been given greater responsibilities for designing anti-bullying practices relevant to their own educational communities. Based on qualitative interviews with staff members in six inner-city schools in the Chilean capital …
Re-signifying and negotiating indigenous identity in university spaces: A qualitative study from Chile
This article draws on life history interviews with Indigenous university students in Chile to demonstrate the ways these young people re-signify and negotiate their participation in higher education. International scholarship has emphasized the unequal conditions for minority groups to access higher education, but attention also needs to be given to the ways students forge new identity pathways for themselves within these racialized environments.…
Getting there and staying in: First-generation indigenous students’ educational pathways into Chilean higher education
Drawing on a total of 26 life history interviews with indigenous students in higher education, the article examines the role of activating valued resources and personal strategies to navigate unequal pathways into higher education. In Chile, the historical inequalities for indigenous people’s access to higher education are beginning to be reverted, but these changes misrecognize ongoing disadvantages in regard to experiencing university life. Sel…
Re-working everyday concepts of civic virtue and ethnic belonging among indigenous youth in Chile
This article discusses Mapuche adolescents' everyday articulations of civic virtue and ethnic belonging by juxtaposing their participation in their communities, schooling and civil society at large. It situates the youth within the exclusionary practices of education and broader society, and in the context of Chile's recent history of expanding youth civic participation. Chile is a highly racialised country and indigenous pupils experience altoge…
School climate from a figurational perspective: A case study of Chilean education policies and laws
School climate policies have, broadly speaking, been analysed in terms of their effectiveness against violence in schools, or from critical perspectives that question the normative nature of their discursive ‘truths’. In this paper I propose a complementary approach, inspired by Norbert Elias’s processual sociology to address the long-term and unintended directions that school climate policies and laws have taken. Drawing on historical secondary …
Teacher's social desirability bias and Migrant students: A study on explicit and implicit prejudices with a list experiment
Moving Beyond Racism? Tensions Between Interculturalism and Conviviality in Chilean Schools from a Figurational Perspective
Efforts to overcome racism in Chilean school contexts have primarily been enacted through intercultural and conviviality policies. While indigenous people’s participation in schooling is much more equitable than in the past, we discuss some of the implicit tensions in staff members’ narratives about overcoming racism. We draw on a figurational perspective to underscore staff members’ perceptions of progress, the diminishing presence of racial dis…
Staff perspectives on victimisation in multi-ethnic Chilean elementary schools
This paper draws on qualitative interviews conducted with school staff in four multi-ethnic urban public schools in Santiago, Chile, to provide a sociological analysis of common-sense constructs surrounding victimisation. The questions guiding the study were to what extent school staff share similar perspectives toward victimisation (as demonstrative of a school culture), and how this impacts the capacity to generate positive school climates in m…
The Christa Seva Sangh Ashram. 1922-1934
Emotion-Modulated Performance and Activity in Left Dorsolateral Prefrontal Cortex
Functional MRI (fMRI) was used to examine the relationship between processing of pleasant and unpleasant stimuli and activity in prefrontal cortex. Twenty volunteers identified the colors in which pleasant, neutral, and unpleasant words were printed. Pleasant words prompted more activity bilaterally in dorsolateral prefrontal cortex (DLPFC) than did unpleasant words. In addition, pleasant words prompted more activity in left than in right DLPFC. …
Anglo-American anti-modernism: A transnational reading
This article identifies a revisionist critical tradition that argues for the existence of an indigenous English poetic line which, allied to a formally conservative poetry in the United States, forms an Anglo-American anti-modernist front. Central to this critical approach is the figure of Edward Thomas, whose work appears to demonstrate the continuity of traditional poetic form in the face of the historical cataclysm of World War One and the for…
A triumph of hope over reason? Aid accords and education policy in Kenya
Despite a long history of post-independence aid to education, Kenya's relationships with overseas donors have, until recently, been markedly fractious. Donors' concerns about transparency and corruption, in the context of a political regime which became increasingly authoritarian, led to sharp reductions in aid to Kenyan education during the 1990s. However, political change in 2002 and new Kenyan commitments to reach agreed international educatio…
M apuche Demands during Educational Reform, the Penguin Revolution and the C hilean Winter of Discontent
Enduring inequalities in C hile's education system are both a socio‐economic and ethno‐national problem. Student protests in 2006 and 2011 are representative of growing public concerns over the neoliberal socio‐economic model adopted by respective governments since the military regime ended in 1990. Education has also become a contested space in which the recognition of indigenous rights – and cultural and linguistic diversity in particular – hav…
Re-working everyday concepts of civic virtue and ethnic belonging among indigenous youth in Chile
This article discusses Mapuche adolescents' everyday articulations of civic virtue and ethnic belonging by juxtaposing their participation in their communities, schooling and civil society at large. It situates the youth within the exclusionary practices of education and broader society, and in the context of Chile's recent history of expanding youth civic participation. Chile is a highly racialised country and indigenous pupils experience altoge…
Anglocentrism within British literary studies: The reception of Edward Thomas
A decade after some measure of political devolution was achieved in Scotland and Wales, this article considers the late twentieth and early twenty-first century reception and critical positioning of the Anglophone Welsh writer, Edward Thomas, in order to expose a recalcitrant Anglocentrism which operates within a notionally devolved British literary establishment. It does so by way of Pascale Casanova's theory of world literature – in particular,…
Negotiating optimum distinctiveness: Cognitive tendencies toward primordialism among Mapuche youth
In recent years primordialism, as a model for understanding people's essentialist perceptions of ethnic similarity and difference, has returned to social scientific debates with a new degree of respectability and theoretical rigour. This article provides further evidence for why primordialism is prioritized by ethnic minorities as a cognitive mechanism for maintaining group distinctiveness, drawing on data gathered among indigenous youth in Chile…
Mapuche youth between exclusion and the future: Protest, civic society and participation in Chile
In Chile, indigenous Mapuche teenagers are caught in a deadlock between, on the one hand, parental aspirations and neo-liberal educational processes, and on the other, affective and social ties to a racialized and often stigmatized indigenous population and landscapes. The paper draws on the concept of vital conjuncture [Johnson-Hanks, J. 2002. “On the Limits of Life Stages in Ethnography: Toward a Theory of Vital Conjunctures.” American Anthropo…
Indigenous schooling grants in Chile: The impacts of an integrationist affirmative action policy among Mapuche pupils
This article assesses the extent to which indigenous grants administered to school pupils and university students in Chile can be considered affirmative action towards social justice. Drawing on Fraser’s framework for parity of participation, I question whether the grants are able to provide both redistribution and recognition for indigenous pupils. I provide a historical policy analysis of education reform in regards to indigenous populations, a…
Articulating the Mapu: Land as a Form of Everyday Ethnicity among Mapuche Youth of Chile
This article explores the extent to which land (mapu) continues to function as a central ethnic marker in the identity formation of Mapuche youth in Chile. Given its historical importance to the very meaning of being Mapuche and contemporary demands for land recuperation, I examine the ways in which land is used by the indigenous youth to define themselves in relation to non-Mapuche others. Chilean media and politicized discourses can present ove…
Unfulfilled promises of equity: Racism and interculturalism in Chilean education
In rural Araucanía secondary schools, prescriptive and formal government programs for interculturalism – designed to overcome differentials between Indigenous and non-Indigenous pupils in educational outcomes – have had limited impact. Drawing on research across four schools, this article examines how the dynamics between state-led top-down prescriptive guidelines interface with teacher practice, school objectives, and existing racializing dynami…
Indigenous citizens in the making: Civic belonging and racialized schooling in Chile
This paper explores expressions of sociocultural and political subjectivity among indigenous youth located within four secondary boarding schools in the Araucanía Region of Chile. For rural indigenous students, these schools are a primary site in which they come to gain a sense of themselves as members of civil society and as future citizens. Drawing on young peoples’ experiences in boarding facilities and expressions regarding sociopolitical pos…
Whitened Geographies and Education Inequalities in Southern Chile
In this paper, we draw on critical geographies and sociologies of race and education to explore ways in which the meanings and conducts of whiteness are reproduced in and through Chilean secondary education in an indigenous-majority area. We focus on links between socio-economic, geographical and racial criteria to understand how the privileges of whiteness are naturalised in the region's educational provision and among Mapuche indigenous pupils.…
Subaltern Bureaucrats and Postcolonial Rule: Indigenous Professional Registers of Engagement with the Chilean State
What is the experience of a racial subaltern on becoming an employee of a postcolonial state? Latin America has undertaken widespread multicultural state reform, often in response to pressure from nation-wide social movements and transnational human rights activism. This provides us with a window into ways in which subaltern individuals negotiate their place in a historically exclusionary state with norms of whiteness, European codes, and literal…
Sport for Development and Peace in Action: Building Facts for Funding
The aim of this article is to provide insight on how claims that sport contributes to development or peace are transformed into facts. Beyond a theoretical discussion about how sport for development and peace (SDP) facts are built, this article demonstrates, in rich detail, the subtle art of SDP fact building for funding purposes. Specifically, through an integrative literature review and two case studies, a mix of fact-building actors composed o…
Denying systemic inequality in segregated Chilean schools: Race-neutral discourses among administrative and teaching staff
This article addresses the educational context in which ethnically segregated high poverty schools operate in Chile, and the ways that inequalities within these establishments are understood by members of their administrative and teaching staff. In particular we draw attention to the unwillingness of the majority of these employees to name or recognize specific forms of institutional inequality. Following critical pedagogy literature we argue tha…
Examining transdiagnostic vulnerabilities among HIV positive smokers seen at three inner city community based organizations
Investigators have proposed a "transdiagnostic vulnerability framework" that examines the relationship between smoking and broader emotional factors, including anhedonia, anxiety sensitivity, and distress tolerance. Because smoking and depression are more common in persons living with HIV and AIDS (PLWHA) than in the general population, understanding the relationship between smoking and mental health is critical. The following study aims to chara…
Getting there and staying in: First-generation indigenous students’ educational pathways into Chilean higher education
Drawing on a total of 26 life history interviews with indigenous students in higher education, the article examines the role of activating valued resources and personal strategies to navigate unequal pathways into higher education. In Chile, the historical inequalities for indigenous people’s access to higher education are beginning to be reverted, but these changes misrecognize ongoing disadvantages in regard to experiencing university life. Sel…
Recreated practices by Mapuche women that strengthen place identity in new urban spaces of residence in Santiago, Chile
The phenomenon of migration to cities by indigenous Mapuche people of Chile is associated with various consequences, such as the loss of ethnic identity and cultural practices. This study aims to describe how ethnic identity is maintained through the recreation of ancestral cultural practices that Mapuche women promote in their families, generating identification to new spaces of residence. This qualitative research draws on analyses of forty-eig…
Reliability and between-group stability of a health-related quality of life symptom index for persons with anal high-grade squamous intraepithelial lesions: An Aids Malignancy Consortium Study (AMC-A0…
Staff perspectives on victimisation in multi-ethnic Chilean elementary schools
This paper draws on qualitative interviews conducted with school staff in four multi-ethnic urban public schools in Santiago, Chile, to provide a sociological analysis of common-sense constructs surrounding victimisation. The questions guiding the study were to what extent school staff share similar perspectives toward victimisation (as demonstrative of a school culture), and how this impacts the capacity to generate positive school climates in m…
Re-signifying and negotiating indigenous identity in university spaces: A qualitative study from Chile
This article draws on life history interviews with Indigenous university students in Chile to demonstrate the ways these young people re-signify and negotiate their participation in higher education. International scholarship has emphasized the unequal conditions for minority groups to access higher education, but attention also needs to be given to the ways students forge new identity pathways for themselves within these racialized environments.…
Laying claims on the city: Young Mapuche ethnic identity and the use of urban space in Santiago, Chile
This article explores indigenous young people's use of different types of space within Santiago's unequally distributed opportunity structure to express cultural belonging and sense of place. Drawing on qualitative work informed by environmental psychology and critical geography, the article discusses how young Mapuche residents in Santiago elaborate practices and relations with their neighborhood, public areas and institutional space to establis…
A figurational approach to understanding school climate and peer harassment: Possibilities from Norbert Elias’s work
Although psychological approaches have been the mainstay of scholarly research on school climate, offering state‐of‐the‐art measurements and methodologies, sociological perspectives remain essential perspectives because violence is essentially a social phenomenon. This paper offers a theoretical consideration of contributions to this field, focusing specifically on those that provide a critical historical lens. I suggest that while Foucault's app…
Sociology (30 works) · Political science (24 works) · Indigenous (17 works) · Gender Studies (16 works) · Gender Studies (13 works) · Politics (13 works) · Social science (13 works) · Law (12 works) · Ethnic group (11 works) · Law (10 works)