quinta-feira, 29 de janeiro de 2015

Vídeo documenta o que acontece quando pais resolvem falar sobre sexo com os filhos pela primeira vez

Vale conferir, legendado em inglês. Acesse:

Enfants de guerres : mémoires, témoignages et représentations

Colloque International

Enfants de guerres : mémoires, témoignages et représentations

Argumentaire

Le bassin méditerranéen a connu au cours du XXème siècle et en ce début du XXIème siècle un cycle permanent de violences, de guerres et de luttes. Marquée par des événements sanglants et de multiples conflits armés, 
cette mer des tempêtes, d’affrontements et de grandes tensions est devenue le théâtre des boucheries humaines. Force est de constater que dans la tragédie qui déchire cet espace pluriséculaire et au nom du patriotisme, 
hommes, femmes, enfants et vieillards contribuent à la résistance en prenant part à toutes sortes de confrontations armées. Qu’elles soient de conquête ou de libération, ces guerres laissent des
traces traumatisantes dans la mémoire individuelle et collective. Rappelons dès lors que ces crimes contre l’humanité ont de tout temps inspiré l’imaginaire littéraire ainsi que les autres formes artistiques en s’imposant comme
 sujet dominant et comme toile de fond dans certaines oeuvres. À cet égard, il serait intéressant de s’interroger sur le rôle de l’enfant et son engagement dans les guerres, son devenir et son expérience face
aux violences, aux événements traumatiques, à la perte de ses proches, à la misère et à la faim. Outre la représentation de l’enfant victime, la littérature présente d’autres images de l’enfant
exposé aux dangers et aux risques de la guerre. Vivant cette expérience au quotidien, il devient combattant et se mesure à l’adulte comme un héros ; le cas des enfants de novembre
ou les enfants de la Casbah dans la guerre d’Algérie (le jeune Mourad Bensafi dans « La Bataille d’Alger »). Toujours au nom de la patrie, d’autres enfants étaient mobilisés à l’effort
de guerre, notamment dans la guerre civile d’Espagne. Ils racontent dans leurs témoignages le deuil, le mépris, la famine et les affres de la sale guerre (« L’enfant pain » de Gomez Arcos,
1987).
Au-delà de la Grande Guerre, des guerres civiles de l’Espagne républicaine et celles de d’Italie fasciste, ainsi que la guerre d’Algérie de la période coloniale, ces dernières décennies,
la Méditerranée orientale ou le Machrek (la Palestine, le Liban, la Syrie, l’Egypte…etc), traverse des événements bouleversants et ses peuples subissent les massacres et les deuils
provoqués par ces guerres. Dans cette perspective, il importe de réfléchir sur le sort du petit « Fidâ’î » dans la lutte pour la cause palestinienne (« Rêver la Palestine » de Randa Ghazi),
en l’occurrence les enfants de Gaza qui assistent ces dernières années à toutes sortes d’événements tragiques. Sans oublier pour autant l’enfant syrien déchiré et perdu au milieu
des bombardements tel qu’il est décrit dans les témoignages de la romancière/journaliste syrienne Samar Yazbek. Plusieurs questions émergent de cette thématique mettant en scène
l’univers cauchemardesque des enfants en temps de guerre : que représentent les visions et les souvenirs douloureux de la fillette racontant sa ville sous les bombes dans « [Beyrouth],
Catharsis » et « Je me souviens » de Zeina Abirached ? Et qu’en est-il de l’enfance bouleversée et ponctuée par les attentats, la perte et l’exil dans « Le visage retrouvé » de
Wajdi Mouawad ? Comment l’écriture pourra-t-elle rendre compte d’une tragédie interminable et d’une barbarie humaine que subit l’enfant et dont la blessure reste béante ?
Ce colloque se propose de mettre en exergue les enfants ayant été impliqués dans les guerres et les conflits armés dans l’espace méditerranéen. L’objectif principal est d’interroger leurs
mémoires et leurs témoignages en période de guerre à travers les récits, le journal intime, la peinture, le dessin, la BD, le film, le documentaire. Nous voudrions centrer notre réflexion sur
les configurations imaginaires et les procédés mis en oeuvre par les écrivains, les documentalistes, les cinéastes et les artistes pour suggérer ou représenter les faits et les
horreurs que ces enfants ont pu vivre.

Les interventions du colloque pourront s’articuler autour des axes suivants (la liste n’est pas exhaustive) :
- Ecritures et fictions sur les enfants (victimes/acteurs) de la guerre dans l’espace méditerranéen.
- Mémoires et témoignages : les récits et les discours testimoniaux d’enfants sur la guerre et les conflits armés.
- Les représentations de la guerre et ses répercussions sur les enfants dans le discours médiatique et le discours scolaire (le manuel scolaire).
- Les enfants de guerres dans les représentations artistiques (cinéma, peinture, photographie, dessin)

Voir la suite en PJ.

Modalités de participation :
- Langues du colloque : Français, Arabe. (possible en anglais et en espagnol)
Les propositions de communication (environ 300 mots ou 1 500 signes) comportant un titre et
un résumé, quelques mots clés et une courte notice biobibliographique devront être adressées
avant le 30 mars 2015 aux adresses électroniques suivantes :
laboratoiredeslangues@gmail.com ; colloqueguerre@gmail.com
Les propositions seront examinées par le comité scientifique du colloque. Les participants
préciseront l’axe dans lequel ils inscrivent leur projet de communication. Le programme
définitif sera arrêté le 30 septembre 2015. À l’issue du colloque, le comité scientifique
sélectionnera les communications qui feront l’objet d’une publication.

ETHNOGRAPHY AND EDUCATION CONFERENCE - OXFORD UNIV. - 21-23-SET, 2015

A quem possa interessar, segue abaixo o link para o evento.
Resumos de trabalhos apresentados em anos anteriores estão disponíveis no site.
Abs
Ricardo Amorim

CFP RGS-IBG AC2015 'Exploring methodologies and critical geographies of education'

*Apologies for cross-posting. Deadline for abstracts Friday 20th February 2015.**
2015 RGS-IBG Annual Conference 2015, Exeter, 2-4 September 2015.

 Call for papers: 'Exploring methodologies and critical geographies of education'
Session organisers: Dr Mark Holton (Plymouth University, UK), Dr Mark Riley (University of Liverpool, UK), Prof. Barbara Pini (Griffith University, Australia).
The literature around the ‘geographies of education’ has expanded significantly in recent years. As part of this evolution, the time is ripe for some critical reflection onhow we go about studying these geographies – particularly in light of the recent scrutiny given to conventional forms of data collection and the calls to challenge the boundaries and definitions which have traditionally circumscribed quantitative, qualitative and mixed methods approaches (e.g. Dwyer and Davies, 2010; DeLyser and Sui, 2013a; 2013b). As Latham (2003) has argued: “Pushed in the appropriate direction there is no reason why these methods cannot be made to dance a little”.
The methodological ruptures in human geography raise exciting prospects for geographers of education given the field’s connection to spatial studies of children and youth which has an established history of methodological critique and innovation (eg. Van Blerk and Kesby 2009). As such, these sessions invite explorations of enlivening methodologies within and for the critical geographies of education. By considering the data we collect, the spaces in which we research, the relationships between researcher and subject and the ways in which we interpret our findings we can think critically of the research methods we apply to different types of data in order to make better sense of a changing social world.
Topics for session one might include, but are not limited to: what do we mean by ‘data’?; public datasets; technological innovation; critical GIS; statistical modelling; mixed method approaches; interdisciplinary research methods.
Topics for session two might include, but are not limited to: place-based methodologies; participatory methods; teaching and learning and field-based methods; Visual approaches, more-than-human methodologies and educational research, access and ethics in geographical studies of education, the particularities of studying rural education.
Please email a 250 word abstract to one of the convenors:

Deadline for submission Friday 20th February 2015.

For further inquiries or if you would like to discuss your papers before submitting, please contact any of the convenors.

Dr Mark Holton.
Lecturer
School of Geography, Earth and Environmental Sciences.
Plymouth University

Call for Applications for Editor of Children, Youth and Environments

The current editors are soliciting candidates for editor (or co-editors) of the journal Children, Youth and Environments. The new editor will assume the position of editor-designate in the summer of 2015 and during the transition will begin working with the current editors Willem van Vliet, Louise Chawla and Fahriye Sancar to become familiar with journal operations and procedures. The editor-designate will assume lead responsibility for the journal beginning in the Spring of 2016, commencing with Volume 26.

The position of editor/co-editor is a volunteer position, with journal funds available to pay for a Managing Editor, copy editor, and other technical assistance. Requirements for editor/co-editor include having a Ph.D. in a field related to children’s environments, some editing and publishing experience, and familiarity with the Children, Youth and Environments journal.  Please, direct questions about this position to the journal’s lead editor, Dr. Willem van Vliet (phone 303-492-5015; email: willem@colorado.edu).

Candidates should submit a copy of their vita, a 1-2 page statement about their vision for the journal, their relevant editorial and/or publishing experience, and information about any institutional support available for the journal at their institution.  One full set of application materials should be sent to Dr. van Vliet at willem@colorado.edu.  Review of applications will begin on March 15, 2015. The current editors will review applications and, in consultation with the Associate Editors, make a final decision regarding candidate selection.

Readers of Children, Youth and Environments represent a range of fields including education, architecture, landscape architecture, urban planning and design, and nonprofit and government agencies in child advocacy and international development. The journal publishes papers on a broad range of topics and approaches, including quantitative and qualitative empirical research, theoretical, methodological and historical investigations, critical literature reviews, design analyses, postoccupancy evaluations, policy studies, and program assessments. It uses a double-blind peer review process.

Through its publication platform, JSTOR, more than 1,700 libraries worldwide subscribe, in addition to individual subscribers.  Readers in more than 100 countries request over 35,000 full text papers a year. The Editorial Advisory Board includes global leaders in the field of child, youth and environment research and practice.


Family geographies of death, dying and bereavement


Title: Family geographies of death, dying and bereavement

Sponsored by: Geographies of Children, Youth and Families Research Group and Geographies of Health Research Group

Session convenors: Michelle Pyer and John Horton (both University of Northampton, UK)

Abstract:
These sessions will focus upon the practices and experiences of children, young people and families in relation to space-times of death, dying and bereavement. We seek to connect researchers and practitioners working in a number of related contexts such as:

.       geographical, sociological or anthropological studies of children, young people and families experiencing death, dying and bereavement;
.       social-material geographies and sociologies of grief and memorialisation;
.       health/practice-oriented research on spaces of terminal illness and end-of-life care;
.       quantitative/cartographic studies of mortality.

We welcome proposals for empirical and conceptual papers (15 minutes duration, plus discussion) in two thematic areas.

.       For the first session, we call for papers about families encountering or experiencing death or dying in diverse contexts.  We anticipate that this might include reflection upon a wide range of spaces, relationships, 'family' formations, and forms/causes of death.

.       For the second session, we call for papers which have a specific focus upon children, young people and families in space-times of bereavement. This might include consideration of diverse familial geographies of absence, loss, grief, trauma, commemoration, remembrance, resilience or coping.

We particularly welcome proposals, from diverse geographical-historical contexts, which cut across the following themes:

.       children and young people's experiences of death, dying and bereavement;
.       experiences or geographies of child or youth mortality;
.       mortality and siblings, carers, friendships or parenthood
.       intergenerational and familial spaces of death, dying and bereavement;
.       death, dying and bereavement in relation to age, ageing, lifecourses and identities;
.       family geographies of chronic or terminal ill-health;
.       formal or informal forms of care in relation to death, dying and bereavement;
.       services and provision for families experiencing death, dying and bereavement;
.       spaces and materialities of family bereavement, memorialisation, and living-on.


Please submit abstracts of up to 250 words to Michelle Pyer (michelle.pyer@northampton.ac.uk) and John Horton (john.horton@northampton.ac.uk) by Friday, 13th February 2015.

Further information about the conference is available at: http://www.rgs.org/WhatsOn/ConferencesAndSeminars/Annual+International+Conference/Annual+international+conference.htm




-----------------------------------------
Dr. John Horton

Centre for Children and Youth,
Park Campus,
The University of Northampton,
Boughton Green Road,
Northampton, NN2 7AL.
(Phone: 01604 892990)

Revista Ensino de Geografia

Prezados 
 é com imensa alegria que informamos que se encontra online o volume 5, número 9, jul./dez/2014, da Revista de Ensino de Geografia, disponível emhttp://www.revistaensinogeografia.ig.ufu.br. Aproveitamos para  agradecer a todos por sua contribuição na avaliação dos artigos submetidos a esse número e, ao mesmo tempo, convidamos a todos para submeterem trabalhos a serem publicados em nosso periódico.

Atenciosamente,

Prof. Dr. Sérgio Luiz Miranda
Prof. Dr. Vicente de Paulo da Silva
Editores

New Book: Critical geographies of childhood and youth


About This Book

This original book explores the importance of geographical processes for policies and professional practices related to childhood and youth. Contributors from a wide range of disciplinary backgrounds explore how concepts such as place, scale, mobility and boundary-making are important for policies and practices in diverse contexts. Chapters present both comprehensive cutting-edge academic research and critical reflections by practitioners working in diverse contexts, giving the volume wide appeal. The focus on the role of geographical processes in policies and professional practices that affect young people provides new, critical insights into contemporary issues and debates. The contributions show how local and national concerns remain central to many youth programmes; they also highlight how youth policies are becoming increasingly globalised. Examples are taken from the UK, the Americas and Africa. The chapters are informed by and advance contemporary theoretical approaches in human geography, sociology, anthropology and youth work, and will be of interest to academics and higher-level students in those disciplines. The book will also appeal to policy-makers and professionals who work with young people, encouraging them to critically reflect upon the role of geographical processes in their own work.

Author Biography

Peter Kraftl is a Senior Lecturer in Human Geography at the University of Leicester. John Horton is a Senior Lecturer in Geography, based in the Centre for Children and Youth at The University of Northampton. Faith Tucker is a Senior Lecturer in Geography, based in the Centre for Children and Youth at The University of Northampton. 

Pour une approche sociologique renouvelée des «enfants pauvres»

Texte intégral disponible sur le portail Cairn :

L’article présente et critique un corpus de travaux sociologiques traitant des «enfants pauvres» en France, à la lumière des travaux élaborés sous la bannière d’une «sociologie de l’enfance». Les travaux sur les enfants en situation de pauvreté se sont multipliés en France au début des années 1990, réunis autour de la thématique des «enfants pauvres». Nous cherchons à en expliquer la genèse récente et son actualité. Si leur intérêt est indéniable, ces travaux présentent à notre avis des limites: ils tendent à faire disparaître l’enfant derrière l’adulte en devenir, se centrant quasi exclusivement sur sa condition de pauvreté, ce qui a pour corollaire d’occulter de nombreux aspects de la vie de ces enfants. Une lecture critique de ces textes, révélant leurs points aveugles, ouvre la voie à une approche sociologique renouvelée de l’enfance en situation de pauvreté.

Toward a renewed sociological approach regarding “poor children”
The article presents and critiques a body of sociological work regarding “poor children” in France in the light of works published under the banner of a “sociology of childhood”. The works about children in poverty proliferated in France at the beginning of the 1990’s, gathered around the theme of “poor children”. We seek to explain their recent genesis and news. While their interest is undeniable, these works present, in our view, some limitations: they tend to disappear behind the adult to come, focusing almost exclusively on its condition of poverty, which has as a corollary to hide many aspects of the lives of these children. A critical reading of these texts, revealing blind spots, paves the way for a renewed sociological approach to childhood poverty.
-- 

Children and Nature in the Anthropocene

CFP RGS-IBS AC2015
Apologies for cross posting
Children and Nature in the Anthropocene

CFP Annual International Conference, Exeter, 2nd – 4th September, 2015.
Royal Geographical Society (RGS) with Institute of British Geographers (IBG)

Session sponsorship:
Geographies of Children, Youth and Families Research Group

In this call for papers there are three distinct but interlinking sessions.  The three sessions will be scheduled on the same day at the RGS-IBG.  We also are planning a Plenary Session to follow, allowing time to discuss cross cutting themes.
For each session please email your abstracts to the corresponding organisers.

Session 1: Building and living with natures: more-than-human geographies of children, young people and families in urban environments

This session seeks to theorise geographies of children, young people and families in new and rapidly-changing urban environments, with a specific focus on human and more-than-human engagements with complex, multiple natures, landscapes and materialities. We would welcome contributions (15 minutes duration) which provide new critical, conceptual and empirical understandings of urban natures, built environments and how they are planned, lived and managed from a childhood, youth and family perspective. For example, papers might consider:

• how are children, young people and families accessing, engaging, playing and living with urban natures in their everyday lives?
• how is ‘nature’ regulated, bounded, managed and represented in urban spaces and what impact does this have on social-material and more-than-human geographies?
• how is ‘nature’ shaping or being shaped, constructed or represented in design/planning processes in new built environments?

We seek to bring together a range of theoretical and empirical insights into the social, cultural and more-than-human geographies of new and rapidly changing/developing cityscapes.

The session will explore multiple conceptualisations of nature which are conceived, emerging and experienced in built environments across minority and majority worlds.

We invite papers which engage with children, young people and families in relation to the following topics:

• more-than-human theorisations of nature and the built environment
• everyday encounters with urban natures and non-human others
• critical and conceptual approaches to children, young people and ‘nature’
• urban natures, vitality and spirituality
• urban natures in shifting/developing landscapes
• urban natures, identities, belonging
• porosity between the built environment and nature
• politics of regulating, planning and representing urban natures
• urban natures, affect and embodiment
• architecture, design and urban ecologies
Abstracts of no more than 250 words should be sent to s.a.hadfield-hill@bham.ac.uk by 10th February, 2015.
Session Convenors
Dr. Sophie Hadfield-Hill (University of Birmingham)
Dr. Cristiana Zara (University of Birmingham)
Dr. John Horton (University of Northampton)
Professor. Peter Kraftl (University of Leicester)

Session 2: Learning to be affected: Mapping young people’s more than human relations

This session responds to the challenges that the Anthropocene poses to the entangled lives, inheritances and futures of 21st century children and their more- than-human companions. It is inspired by the recuperative ethics and politics of feminist geographers who call for us to decentre the human; pursue distributed notions of agency; and find new ways to understand and practise our relations with the more-than-human others with whom we share this world (Anderson, 2014; Gibson, Rose & Fincher, 2015; Whatmore 2013).

This session will focus upon the co-constitutive relations between young people and the more-than-human world with a particular emphasis on mutual affect and distributed agency. We welcome presentations that are based on empirical research with young people; that are situated and place attuned; that experiment with creative and multi-sensorial methods; and that explore new ways of paying attention to how we are mutually affecting and affected by encounters and relations with the more than human others with whom we share our worlds.

Session Convenors
Assoc. Prof. Affrica Taylor
Prof. Emma Renold

Abstracts of no more than 250 words should be sent to affrica.taylor@canberra.edu.au  by 10th February.

Session 3: Impacts of children, families and young people connecting with nature
The "anthropocene" (Cutzen and Stoermer, 2000) acknowledges the role of human society in shaping our world and our future. Global environmental change and rapid processes of urbanisation have highlighted the important role nature plays in our lives, in terms of health and wellbeing (Bird, 2007) as well as ecology and livelihoods (Dillon, et al 2005). A growing movement is focussing on the amount of time children and young people spend outdoors (e.g. Louv, 2005; Gill, 2014) and their connection to nature as a way of re-interpreting our relationship to the more-than-human. This session aims to promote discussion on the impact of activities promoting children’s (re)-connection with nature, either through education or in more informal settings and will also explore the long-term impacts of connecting with nature on later life-choices and lifestyle behaviours.

Session Convenors:
Dr Frances Harris (Kingston University, London)
Dr Sue Waite (Plymouth University)
Dr Roger Cutting (Plymouth University)

Abstracts of no more than 250 words should be sent to Frances Harris (f.harris@kingston.ac.uk) by 10th February, 2015.


-----------------------------------------
Dr. John Horton

Centre for Children and Youth,
Park Campus,
The University of Northampton,
Boughton Green Road,
Northampton, NN2 7AL.
(Phone: 01604 892990)

terça-feira, 20 de janeiro de 2015

THE EYES OF A CHILD // Noémi Association

Veja o vídeo e depois...reflita...

Novedades Infancia y Comunicación Enero 2015


Una publicación del Consejo Nacional de Televisión.
Infancia & Comunicación, es una red en la que participan académicos, investigadores, entre otros colaboradores, cuyo objetivo es difundir conocimiento sobre infancia, adolescencia y medios de comunicación.
Mensualmente este espacio se actualiza, incorporando artículos, investigaciones, noticias e iniciativas en esta temática.
Si desean publicar artículos, investigaciones u otra información, los documentos se recibirán hasta el 15 de cada mes a mescala@cntv.cl

Artigos disponíveis em:
http://www.comunicainfancia.cl/

sábado, 17 de janeiro de 2015

Kirikou e os homens e as mulheres


O vovô nos acolhe em sua gruta azul, para novos segredos. Há ainda boas lembranças de infância de Kirikou para evocar os momentos em que ele ajudou a homens e mulheres na sua aldeia e em outros lugares ... Ele nos conta como Kirikou, através de sua coragem e inteligência, veio em auxílio da mulher forte, pois o telhado da cabana foi destruído por Karaba. Ela nos ensina como um pequeno truque do herói permitiu encontrar o velho rabugento, que havia se perdido na savana, e como uma cereja ameaçada pela bruxa foi finalmente capaz de transmitir seu conhecimento para os moradores. Descobrimos ainda o segredo de um monstro azul misterioso e, finalmente, o poder mágico da música, graças a uma flauta ligada à família do nosso herói, pequeno e valente.

Baixe o filme aqui