Autor/es
Descripción
ver mas
Colaborador
Di Leo, Pablo Francisco
Materias
Idioma
spa
Extent
389 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
Formato
application/pdf
Identificador
Cobertura
7593303
Ciudad Autónoma de Buenos Aires (autonomus city)
8725264
Greater Buenos Aires (general region)
2015-2018
Abstract
This thesis deals with an unavoidable phenomenon in high school classrooms: the presence of young student mothers. Its object of study is shaped by meeting different biographical-social experiences: high-school schooling, motherhood, youth, and the relation with their mothers. Its central objective is to research them considering the individuation of eight vulnerable young student-mothers; the bonds built with other people among whom, underlining the relationship with their mother, teachers and the male fathers of their children are also included; and the institutional and historical-social aspects that structure and condition their biographies. It is about dimensions that are dynamically knotted together and are distinguished here for analytical purposes.
This thesis is supported by many studies about motherhood, youth and schooling tributaries, in turn to feminism and sociologies of experience, individuation and inequality. From these bases, it argues: the combination of maternity-schooling of vulnerable young people shows inequalities tied to the female genital condition, their age and the material and symbolic fragilities from an unfair social order such as contemporary capitalist-patriarchalism while, at the same time, it gives an account of certain margins of an agency concerning it.
The methodology is the biographical approach, a qualitative perspective. During my fieldwork, developed between 2015 and 2018, I established different biographical narratives with eight women between 18 and 24 years old from vulnerable neighbourhoods in the Metropolitan Area of Buenos Aires, based on four in-depth interviews with each of them. At the time of the research, one of these young women is pregnant; the rest have children ranging from 5 months to 7 years old. All of them have been through high school. In addition, I interviewed different women considered to be mothers by four of these young women in order to deal with the mother-child relationship between them and the link between this experience and the combination of schooling and juvenile motherhood. Lastly, I interviewed nine female teachers of these young women to delve into the particularities of the teacher-student bond, the institutional inscriptions and the articulations of these dimensions with the motherhood-schooling convergence.
I searched around several vulnerable neighbourhoods where the girls lived and visited some of their educational establishments: two “Bachilleratos Populares”; three government-dependent schools from the Buenos Aires City Area, and one government-dependent school from a municipality in the Buenos Aires conurbation. They accept numerous youths who were once dismissed from the school system, including the student-mothers who participated in my investigation.
The data construction techniques were the mentioned interviews and the composition of field notes in which I describe the places where I have been, casual conversations with other teachers and close family members, and personal objects of the girls (for example, photos, school reports, medical reports and gifts). These interviews and documents allowed the writing of their biographical statements.
The analysis of the data´s corpus attends to the alignments from the Grounded theory. I employed the Atlas. Ti software system to design analytical categories, which, based on the statements, join the conceptual framework with the fieldwork.
This thesis is described in eleven chapters, ordered in three parts, with the addition of two appendices.
The first part comprehends the opening chapter, where I undertake the theoretical basis of my research and its background; the methodological chapter, which characterizes the biographical approach, the interviewees and the steps taken throughout the analytical instances; and the third chapter, where I detail a set of keywords: identity, agency, vulnerability and inequality.
The second part works over the socio-historical and institutional conditions of motherhood, schooling and youth of the young women who have been interviewed; the meaning raised around the mother-daughter relationship and its association with these experiences; and their support, trial and action logic. Simultaneously, I focus on the relationship with the fathers of their children: an unavoidable emergent to comprehend the development of these experiences.
The third part also researches the motherhood-schooling-youth composite, but with an emphasis on the individuation process. At this point, amid other dimensions, I focus on the mother-daughter relationship to explore practices related to motherhood and schooling and their transmission (or not) in generational terms.
In the thesis´s conclusion, in addition to summarising the hypotheses developed in each chapter, I lead a series of questions for further reflections on motherhood-schooling-youth relations, focusing now on higher education (since the approach to this composite represents an area of vacancy nowadays).
Identifying the notions of trial, support, action logics, inequality and agency, keywords to question the motherhood-schooling-youth- mother-daughter convergence, this research provides novelties to the fieldwork related to these issues. Because it incorporates the idea of “inescindibilidad” between these experiences as a required condition to comprehend the student-mother dyad. Because its concentrates on the unexplored area of the mother-daughter bond and how this one is related to motherhood, schooling, and youth. Because it provides pedagogical-didactical reflections and public policy drafts focused on these topics. Finally, by providing a process that has already been going on in our country in the last decades, it amplifies the elements to carry on the legal recognition of more sexual, education and youth rights and the design of strategies to make them effective.
This thesis is supported by many studies about motherhood, youth and schooling tributaries, in turn to feminism and sociologies of experience, individuation and inequality. From these bases, it argues: the combination of maternity-schooling of vulnerable young people shows inequalities tied to the female genital condition, their age and the material and symbolic fragilities from an unfair social order such as contemporary capitalist-patriarchalism while, at the same time, it gives an account of certain margins of an agency concerning it.
The methodology is the biographical approach, a qualitative perspective. During my fieldwork, developed between 2015 and 2018, I established different biographical narratives with eight women between 18 and 24 years old from vulnerable neighbourhoods in the Metropolitan Area of Buenos Aires, based on four in-depth interviews with each of them. At the time of the research, one of these young women is pregnant; the rest have children ranging from 5 months to 7 years old. All of them have been through high school. In addition, I interviewed different women considered to be mothers by four of these young women in order to deal with the mother-child relationship between them and the link between this experience and the combination of schooling and juvenile motherhood. Lastly, I interviewed nine female teachers of these young women to delve into the particularities of the teacher-student bond, the institutional inscriptions and the articulations of these dimensions with the motherhood-schooling convergence.
I searched around several vulnerable neighbourhoods where the girls lived and visited some of their educational establishments: two “Bachilleratos Populares”; three government-dependent schools from the Buenos Aires City Area, and one government-dependent school from a municipality in the Buenos Aires conurbation. They accept numerous youths who were once dismissed from the school system, including the student-mothers who participated in my investigation.
The data construction techniques were the mentioned interviews and the composition of field notes in which I describe the places where I have been, casual conversations with other teachers and close family members, and personal objects of the girls (for example, photos, school reports, medical reports and gifts). These interviews and documents allowed the writing of their biographical statements.
The analysis of the data´s corpus attends to the alignments from the Grounded theory. I employed the Atlas. Ti software system to design analytical categories, which, based on the statements, join the conceptual framework with the fieldwork.
This thesis is described in eleven chapters, ordered in three parts, with the addition of two appendices.
The first part comprehends the opening chapter, where I undertake the theoretical basis of my research and its background; the methodological chapter, which characterizes the biographical approach, the interviewees and the steps taken throughout the analytical instances; and the third chapter, where I detail a set of keywords: identity, agency, vulnerability and inequality.
The second part works over the socio-historical and institutional conditions of motherhood, schooling and youth of the young women who have been interviewed; the meaning raised around the mother-daughter relationship and its association with these experiences; and their support, trial and action logic. Simultaneously, I focus on the relationship with the fathers of their children: an unavoidable emergent to comprehend the development of these experiences.
The third part also researches the motherhood-schooling-youth composite, but with an emphasis on the individuation process. At this point, amid other dimensions, I focus on the mother-daughter relationship to explore practices related to motherhood and schooling and their transmission (or not) in generational terms.
In the thesis´s conclusion, in addition to summarising the hypotheses developed in each chapter, I lead a series of questions for further reflections on motherhood-schooling-youth relations, focusing now on higher education (since the approach to this composite represents an area of vacancy nowadays).
Identifying the notions of trial, support, action logics, inequality and agency, keywords to question the motherhood-schooling-youth- mother-daughter convergence, this research provides novelties to the fieldwork related to these issues. Because it incorporates the idea of “inescindibilidad” between these experiences as a required condition to comprehend the student-mother dyad. Because its concentrates on the unexplored area of the mother-daughter bond and how this one is related to motherhood, schooling, and youth. Because it provides pedagogical-didactical reflections and public policy drafts focused on these topics. Finally, by providing a process that has already been going on in our country in the last decades, it amplifies the elements to carry on the legal recognition of more sexual, education and youth rights and the design of strategies to make them effective.
Título obtenido
Doctora de la Universidad de Buenos Aires en Ciencias Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales