This study explores the Potaxie, Fifes, and Tilinx subcultures on TikTok, examining their origins, characteristics, and cultural significance. Originating from a viral video in 2020, the Potaxie subculture emerged within the Spanish-speaking LGBTQ+ community and evolved to symbolise inclusivity and gender equality. Potaxies use vibrant aesthetics influenced by Japanese and Korean pop culture to express their identities and resistance. In contrast, Fifes, associated with cisgender heterosexual men, embody traditional patriarchal values, often sexist and homophobic, creating a narrative of resistance between the groups. The Tilinx, symbolic descendants of the Potaxies, are inspired by ballroom culture and drag houses, with “Potaxie mothers” continuing the fight for inclusion and diversity. Using a mixed-methods approach, including quantitative analysis through the TikTok API and qualitative content analysis via MAXQDA and Python, this study provides a comprehensive understanding of the subculture that accumulates over 2.3 billion interactions. The findings highlight how TikTok serves as a platform for identity construction, cultural resistance, and the redefinition of social norms. Additionally, the study examines how digital platforms mediate intersectional experiences, favouring certain types of content through algorithms, and how participants navigate these opportunities and constraints to express their intersecting identities. The implications for communication strategies, youth policies, educational plans, and research on the commercialization of these subcultures are profound, offering insights into the transformative potential of social media in shaping contemporary cultural and social narratives.

This study explores the hidden experience of unwanted loneliness among youth in a hyperconnected yet emotionally disconnected digital world. Using reflexive ethnography, it examines how young people in Alicante, Spain, navigate loneliness across digital and physical spaces. The research combines (1) questionnaires with 268 participants; (2) in-depth interviews and focus groups with 16 young people; (3) UCLA Loneliness Scale assessments with 44 participants; and (4) ethnographic field notes. The study focuses on unidentified loneliness (unrecognized isolation) and unacknowledged loneliness (felt but unspoken). Through five focal life stories, it reveals how cultural, social, and gendered dynamics shape youth loneliness, often masked by digital interactions. Reflexive ethnography proves essential in exposing the contradictions between hyperconnectivity and isolation. Ultimately, this research underscores the need for safe, authentic spaces where young people can recognize and express their loneliness without stigma.

This article aims to analyze the relevance and impact of Participatory Action Research (PAR) in education and social transformation. IAP is a participatory and action-oriented research approach that seeks to achieve social transformation through collaboration between researchers and the community. This approach emerged in Latin America in the 1960s and 1970s, combining popular education, liberation theology, alternative communication, and liberation philosophy. The phases of the IAP will be discussed, including diagnosis, action planning, implementation, observation and reflection. The importance of observation and participation in PAR will be highlighted, as well as the need for interdisciplinary collaboration and a commitment to social justice. In addition, the concept of awareness will be analyzed, which implies critical awareness and the transformation of social and educational practices towards greater equity and justice. We address the importance of ethnography in the PAR, since it allows understanding the context that needs to be transformed and promotes the active participation of the community in the process of research and social transformation. Examples of PAR projects in different contexts, including rural and urban communities, will be presented, and their impact on education and social transformation will be analysed, and finally, the concept of "Public Interest Ethnography" (PIE) will be discussed. seeks to combine theory, practice, action and change in a globalized world. Finally, examples of EIP projects in different contexts, including marginalized communities and ethnic minorities, will be presented and their impact on education and social transformation will be discussed.

La identidad y cómo la educación y otros instrumentos culturales la generan o modifican han sido cuestionados desde los primeros trabajos sobre el activismo social. Esto ha llevado a la necesidad de una “antropología de la educación en la que teoría, investigación, práctica y justicia social estén unidas” (McCarty y Lomawaima, 2002). Se destaca la importancia no solo de cómo son las cosas, sino de cómo pueden ser transformadas. Este enfoque cambiará el panorama general y los procesos educativos actuales. Históricamente, la atención se ha centrado en los estados, las relaciones entre culturas, países, grupos y clases, y cómo estos factores influyen en los estudiantes. En el ámbito de la Antropología de la Educación (AE), el enfoque ha sido las personas y no los centros educativos. En la Psicología y Pedagogía, el interés se centra en los procesos de aprendizaje y enseñanza, aunque en realidad el foco ha sido en la persona estudiante. En el nuevo milenio, la AE se centra en los centros educativos con un objetivo claro. Este texto pretende acercarse a la repercusión de la Antropología de la Educación en el conocimiento científico y el análisis de los procesos educativos en escuelas situadas en contextos de opresión y marginación, así como la necesidad de metodologías transformadoras para el futuro.