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A special education teacher at the Barcelona Education Consortium. He has a degree in Teaching (University of Barcelona, 2005) and Social and Cultural Anthropology (University of Barcelona 2011). He has a Master's degree in Ethnographic Research, Anthropological Theory, and Intercultural Relations (Autonomous University of Barcelona, 2012). He is currently working on his PhD in Education and Society (University of Barcelona) with the thesis: Validation of the "Toca fusta: well-being through wood" program. He has been a lecturer in the Department of Educational Organization at the University of Barcelona. He is a member of the International Society for Quality-of-Life Studies (ISQOLS) and the Catalan Institute of Anthropology. Finally, he received the "extraordinary" prize at the end of his degree.
The COVID-19 pandemic is questioning the achievement of main challenges we face as a society, for instance, to ensure a free, equitable, and good quality compulsory education for all children or to reduce social inequality. During the spring lockdown, particularly in Spain, schools were closed for six months and a process of virtualization of teaching was total; that context generated important educational challenges. This paper presents and analyses forms of digital reciprocity and solidarity among pre-primary education children, families, and teachers, by presenting a case study of the parents’ WhatsApp class groups and a collaborative YouTube channel. The procedure developed was netnography and the data analysis followed the model of grounded theory. Both digital spaces created by parents have become a network of mutual support. It has had multiple positive impacts: (i) providing and receiving social support; (ii) generating dynamics of reciprocity and empowerment; and (iii) activating values that generate a sense of community (feeling of belonging, trust, etc.). The case study shows how virtual networks increase the subjective well-being of participants in a difficult context and also invites reflection about the key role of cultural capital of the parents as a key element in the conditions of educability of children, especially in e-learning of pre-primary education.
Ana Cano-Hila; Rafel Argemí-Baldich. Early Childhood and Lockdown: The Challenge of Building a Virtual Mutual Support Network between Children, Families and School for Sustainable Education and Increasing Their Well-Being. Sustainability 2021, 13, 3654 .
AMA StyleAna Cano-Hila, Rafel Argemí-Baldich. Early Childhood and Lockdown: The Challenge of Building a Virtual Mutual Support Network between Children, Families and School for Sustainable Education and Increasing Their Well-Being. Sustainability. 2021; 13 (7):3654.
Chicago/Turabian StyleAna Cano-Hila; Rafel Argemí-Baldich. 2021. "Early Childhood and Lockdown: The Challenge of Building a Virtual Mutual Support Network between Children, Families and School for Sustainable Education and Increasing Their Well-Being." Sustainability 13, no. 7: 3654.
In the last weeks and months, COVID-19 has challenged and changed societies and social life around the world. In the case of Spain, the health crisis generated by the COVID-19 pandemic led to the declaration of a state of alert by the central government, which involved partial home confinement. Given this exceptional situation, neighborhood activation through mutual support networks has been very important in the city of Barcelona. This article describes and analyses, based on the method of autobiographical imagination, the example of a citizen solidarity practice Xarxa de Suport Mutu Vallcarca [Vallcarca mutual support network] in the Vallcarca neighborhood. Its main objective is to carry out actions of social support to palliate the effects of the confinement, fundamentally in the areas of care and support, as well as childhood and education. From 2008, the creativity of the neighborhoods and citizens has been a relevant motor and multiplier for social protection and change.
Ana Belén Cano-Hila; Rafel Argemí-Baldich. Taking Care of Us from the Neighborhoods in Times of Quarantine. Citizen Solidarity Practices in Vallcarca, Barcelona (Spain). Space and Culture 2020, 23, 237 -245.
AMA StyleAna Belén Cano-Hila, Rafel Argemí-Baldich. Taking Care of Us from the Neighborhoods in Times of Quarantine. Citizen Solidarity Practices in Vallcarca, Barcelona (Spain). Space and Culture. 2020; 23 (3):237-245.
Chicago/Turabian StyleAna Belén Cano-Hila; Rafel Argemí-Baldich. 2020. "Taking Care of Us from the Neighborhoods in Times of Quarantine. Citizen Solidarity Practices in Vallcarca, Barcelona (Spain)." Space and Culture 23, no. 3: 237-245.
Rafel Argemí-Baldich. Unos coches muy especiales: Experiencia de colaboración educativa a partir del trabajo con madera. 2018, 1 .
AMA StyleRafel Argemí-Baldich. Unos coches muy especiales: Experiencia de colaboración educativa a partir del trabajo con madera. . 2018; ():1.
Chicago/Turabian StyleRafel Argemí-Baldich. 2018. "Unos coches muy especiales: Experiencia de colaboración educativa a partir del trabajo con madera." , no. : 1.
L’article té com a fonament l’anàlisi dels plantejament teòrics de Fleck (amb els conceptes de col lectiu de pensament i estils de pensament), Pike, (amb els conceptes d’èmic i ètic) i Agar (amb els plantejaments de l’estranyament i les quiebras), en relació a la validació de les conclusions i dels canvis de posicionament que es produeixen en l’investigador durant el transcurs del treball de camp antropològic. Per tal de mostrar el procés de validació que es du a terme en el treball de camp, basaré l’anàlisi dels diferents plantejaments teòrics en diferents exemples etnogràfics (Bohannan, Wolcott, i Malighetti). The paper analyzes the Fleck’s, Pike’s and Agar’s theoretical basis related to the validation of the resultants and changes in the researcher’s ideas during the anthropological fieldwork process. Firstly, Fleck explains these changes through the concepts of thought collectives and thought styles. Secondly, Pike focuses his analyses on the concepts of emic and etic; and thirdly, Agar develops the estrangement approach and the breakdowns. In order to show the validation process that takes place in the anthropological fieldwork, we expose and analyses different ethnographic examples such as Bohannan, Wolcott, and Malighetti.
Rafel Argemí i Baldich. Validació i interpretació científica. Tres propostes d'actuació: Fleck, Pike, i Agar. Perifèria. Revista d'investigació i formació en Antropologia 2012, 17, 1 -21.
AMA StyleRafel Argemí i Baldich. Validació i interpretació científica. Tres propostes d'actuació: Fleck, Pike, i Agar. Perifèria. Revista d'investigació i formació en Antropologia. 2012; 17 (1):1-21.
Chicago/Turabian StyleRafel Argemí i Baldich. 2012. "Validació i interpretació científica. Tres propostes d'actuació: Fleck, Pike, i Agar." Perifèria. Revista d'investigació i formació en Antropologia 17, no. 1: 1-21.