English Cultural Encounters for a Homeless Person: a case study
Main Article Content
Keywords
Homeless person, Cultural Encounters, Foreign Language, Academical Processes
Abstract
In the social area, there is exclusion to Homeless People regarding their educational processes, in spite of the existence of some policies that focus on them but are not accomplished The aim of this case study was to interpret the participation of a homeless person in an educational process in the English area through Cultural Encounters, we did this taking advantage of public places and the experience of the participant.
For the sessions, we took into consideration some theories such as Kolb’s (2015); Engstrom et. al. (1999); Christiansen, Galal & Hvenegaard-Lassen (2017), where we took the experience as an element that facilitates the teaching of a foreign language. Likewise, the use of public places were facilitator tools for the participant and his learning.
For this research project we applied three instruments: post-facto notes, semi-structured interviews, and a survey, having the objective of understanding the homeless person and his process within an academic context.
Finally, the interpretation allowed us state some important factors in the educative process of homeless people, as well as the modifying factors that arose.
References
Behrens, M, & Prigol, E. (2019). Teoría Fundamentada: metodología aplicada na
pesquisa em educação. Educação & Realidade, 44(3), e84611. Epub
August 12, 2019.https://doi.org/10.1590/2175-623684611
Christensen, L & Johnson, B. (2014). Educational Research. Fifth edition.
University of South of Alabama. SAGE Publications. ISBN
978-1-4522-4440-2
Christiansen, L; Galal, L. & Hvenegaard-Lassen, K. (2017). Organised Cultural
Encounters: Interculturality and Transformative Practices, Journal of
Intercultural Studies, 38:6, 599-605, DOI: 10.1080/07256868.2017.1386636
Conférence de consensus. (2007). Les Sans Abri. Paris. France.
Congreso de Colombia, (2013). Ley 1641. Gobierno de Colombia, Bogotá.
Creswell J. (2012). Educational Research. Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Pearson Education. University of
Nebraska-Lincoln. ISBN-10 0-13-136739-0
Croward, S, Crane, M. & Warnes A. (2012). Preparing homeless people for
independent living and its influence on resettlement outcomes. England.
European Journal of Homelessness. Volume 6, No. 2. ISSN 2030-2762 / ISSN 2030-3106 online
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and
procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage. Cortazzi, M. (1993). Nar
Correa, M. (2007). La otra ciudad - Otros sujetos: los habitantes de la calle. The
other city -Other people: the homeless. Revista del Departamento de Trabajo Social, Facultad de Ciencias Humanas, Universidad Nacional de Colombia, 9(ISSN 0123-4986), 37-56. Obtenido de http://www.bdigital.unal.edu.co/14610/1/3-8511-PB.pdf
Engeström, Y; Miettinen, R; Punamäki, R. (1999). Perspectives on Activity Theory.
United Kingdom. United States of America. ISBN 0 521 43127 1
Edwards, T (2018), Closing the Gap of the Educational Needs of Homeless Youth:
A Case Study of a Mobile School and Youth Learning Center in Los Angeles. LMU/LLS Theses and Dissertations. 532.
Fontana, F., & Frey, J. (2000). The interview: From structured questions to
negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of
qualitative research (pp.645–672) Thousand Oaks, CA: Sage.
Gentry, J. (1990). What is experiential learning? Guide to business gaming and
experiential learning. Nichols/GP Pub., Business & Economics.
Giménez, G. (2005). Teoría y análisis de la cultura. México: Dirección de Publicaciones del Instituto Coahuilense de Cultura.
Gobierno de Colombia. (1991). Constitución Política de Colombia. Bogotá.
Herrera, D. (2008). Inclusión y Exclusión: El Habitante de Calle de Medellín, una
Mirada desde la Psicología Social y los Derechos Humanos. Revista
«Poiésis». FUNLAM. Nº 15. DOI https://doi.org/10.21501/16920945.278
Hodgetts, D., & Stolte, O. (2016). Homeless people’s leisure practices within and beyond urban socio-scapes. Urban Studies, 53(5), 899–914. https://doi.org/10.1177/0042098015571236
Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and
Development. Second Edition. New Jersey. United States of America.
Pearson Education, Inc. ISBN - 10: 0-13-389240-9.
Kolb, D. (2015). Experiential Learning: Experience as the Source of Learning and
Development. Second Edition. New Jersey. United States of America.
Pearson Education, Inc. ISBN - 10: 0-13-389240-9.
Lankshear C. & Knobel M. (2004) A Handbook for Teacher Research: form design
to implementation. Open University Press. England. Berskhire. ISBN
0335210643
Ministerio de Salud, (2018). Política pública del habitante de calle. Bogotá:
Gobierno de Colombia.
Moghaddas, S. & Sepora, Tengku. (2012). Language and Culture. International
Journal of Humanities and Social Science Vol. 2 No. 17; Universiti Sains
Malaysia
Nieto, C. & Koller, S. (2015). Definiciones de Habitante de Calle y de Niño, Niña y
Adolescente en Situación de Calle: Diferencias y Yuxtaposiciones. Acta de
investigación psicológica, 5(3), 2162-2181.
https://dx.doi.org/10.1016/s2007-4719(16)30007-2
Secretaría de integración social (2020). Ruta de accion, recuperado el 13 de Julio 2020 de: https://www.integracionsocial.gov.co/habitantedecalle/. Bogotá, Colombia.
Stenberg, R., & Zhang, L. (2001). Perspectives on Thinking, Learning, and
Cognitive Styles. New York: Routledge.
Wikström , E., Erikson, E., & Lindroth , M. (2018). Sexual and reproductive health
and rights (SRHR) education with homeless people in Sweden. Sex
Education, 611-625. doi:10.1080/14681811.2018.1451320
Zhang P. & Kteily R. (2018). Poetry, prose, and personhood: the art of storytelling
with the homeless. Canada. The canadian journal for the study of adult
education. P 69–79. ISSN 1925‑993X. Taken from:
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5438/4541
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Daniela Fernández Barreto, Francisco José de Caldas District University, Colombia
Undergraduate student of the bachelor's degree in basic education with an emphasis in English, Francisco José de Caldas District University, English teacher in different language centers
Daniel Stiven Moreno Bolaños, Francisco José de Caldas District University, Colombia
Undergraduate student of the bachelor's degree in basic education with an emphasis in English, Francisco José de Caldas District University, English teacher in different language centers.
Astrid Ramirez Valencia, Francisco José de Caldas District University, Colombia
Professor at the Francisco José de Caldas District University Bogotá Colombia, Ph.D. in Language and Culture, trainer of English teachers for more than 25 years. Researcher and teacher at the Francisco José de Caldas District University.