Gender-related tensions throughout the educational process of transnational generations in families of Chinese origin. The case of Cordoba province, Argentina (2019-2021)
This article analyzes the production of the educational experience of a group of families of Chinese origin, from Taiwan and from the People´s Republic of China, settled in the last two decades in the city of Córdoba, Argentina. Through an analytical approach centered on intra-family agreements and...
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| Formato: | Artículo publishedVersion Empirical |
| Lenguaje: | Español |
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Universidad de Buenos Aires
2023
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| Acceso en línea: | https://publicaciones.sociales.uba.ar/index.php/psicologiasocial/article/view/8012 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=psocial&d=8012_oai |
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| Sumario: | This article analyzes the production of the educational experience of a group of families of Chinese origin, from Taiwan and from the People´s Republic of China, settled in the last two decades in the city of Córdoba, Argentina. Through an analytical approach centered on intra-family agreements and collective supports for school accompaniment, this research argues that the educational accompaniment of children and adolescents of Chinese origin has not been established at a collective level. Thus, it is stated that, in the absence of collective ethnic-migratory structures of a communitarian nature that help school accompaniment, the various resources of each domestic environment play a significant role regarding the school experiences here analyzed, reproducing inequality processes associated with the conditions of the family's social origin. This article distinguishes two logics of family organization that unequally shape the educational experiences: the traditional or rigid and the emancipatory or mobile. This study is based on ethnographic research in which interviews were conducted mainly with Chinese women heads of household in three different periods: during the months prior to the outbreak of the Sars-COV2 pandemic in Argentina (January 2020), the period of remote learning during lockdown (March 2020-June 2021), and the return to in-person learning in schools (July-December 2021). |
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