Social exclusion in public policies and the micropolitics of an association founded by migrants
DOI:
https://doi.org/10.3384/rela.2000-7426.4699Keywords:
social exclusion, migrants, public policies, micropolitics, adult educationAbstract
The theme of social exclusion has gained visibility in recent years through political discourse. This paper problematises the issue of social exclusion by analysing the hegemonic discourse in public policies and the alternative discourse grounded on the policies of an association, a civil society organization, facilitated by migrants and their descendants. The analysis is the result of a participatory research study based on the collection of documentation and semi-structured interviews. The hegemonic discourse on social exclusion was analysed through empirical data from the perspective of those who inhabit and/or intervene in a neighbourhood that is the object of public policies targeting the so-called 'excluded'. Several paradoxes were identified between the social exclusion discourses conveyed in public policies and in the micropolitics of this association. The discourse, goals and working methods that characterise the micropolitics of the association contribute to the emergence of new forms of singularisation, through adult education initiatives.
Metrics
References
All European Academies. (2017). The European code of conduct for research integrity (revised edition). All European Academies.
Bardin, L. (2018). Análise de conteúdo [Content analysis] (4th ed.). Edições 70.
Berger, G. (2009). A investigação em educação: Modelos socioepistemológicos e inserção institucional [Research in education: Socio-epistemological models and institutional insertion.]. Educação, Sociedade & Culturas, 28, 175-192.
Bouquet, B. (2015). L`inclusion: Approche socio-sémantique [Inclusion: A Socio-semantic approach]. Vie sociale, 3(11), 15-25.
Byrne, D. (1999). Social exclusion. Open University Press.
Canário, R. (2005). A escola e as “dificuldades de aprendizagem” [School and “learning difficulties”]. Psicologia da Educação, 21, 33-51.
Cardoso, A., & Perista, H. (1994). A cidade esquecida. Pobreza em bairros degradados de Lisboa [The forgotten city. Poverty in Lisbon's slums]. Sociologia – Problemas e práticas, 15, 99-111.
Castel, R. (1995). Les pièges de l’exclusion [The pitfalls of exclusion]. Lien social et Politiques, 34, 13-21.
Cavaco, C. (2018). Il tutorato e la metodologia del lavoro in «tandem»: Convergenze e divergenze. Studium Educationis, 19(1), 153-161.
Coimbra, J., & Menezes, I. (2009). Society of individuals or community strenght: Community psychology at risk societies. Journal of Critical Psychology, Counselling and Psychotherapy, 9(2), 87-97.
Cornwall, A., & Jewkes, R. (1995) What is participatory research? Social Science and Medicine, 41(12), 1667-1676.
Fleury, C. (2015). Être citoyen aujourd'hui, c'est un travail [Being a citizen today is a job]. Les Nouvelles NEWS. https://www.lesnouvellesnews.fr/wp-content/uploads/wp-post-to-pdf-enhanced-cache/1/cynthia-fleury-etre-citoyen-aujourdhui-cest-un-travail.pdf
Freire, P. (1972). A Pedagogia do Oprimido [Pedagogy of the Oppressed]. Afrontamento.
Freire, P. (1978). Cartas à Guiné-Bissau. Registros de uma experiência em processo [Letters to Guinea-Bissau. Records of an experience in process] (2nd ed.). Paz e Terra.
Freire, P. (1980). Conscientização [Consciousness]. Editora Moraes.
Gomes, R. (2019). Reconversão e qualificação de bairros autoproduzidos: O caso da Cova da Moura [Reconversion and qualification of self-produced neighbourhoods: The case of Cova da Moura]. Dissertação de Mestrado. Faculdade de Arquitectura da Universidade de Lisboa.
Guattari, F. & Rolnik, S. (1996). Micropolítica. Cartografias do desejo [Micropolicy. Cartographies of desire]. Vozes.
Guilhaumou, J. (2012). Autour du concept d’agentivité [Around the concept of agentivity]. Rives méditerranéennes, 41, 25-34.
Guo, S. (2015). The Changing Nature of Adult Education in the Age of Transnational Migration: Toward a Model of Recognitive Adult Education. In S. Guo & E. Lange (Eds.), Transnational Migration, Social Inclusion, and Adult Education (pp. 7-18). Jossey-Bass.
Jorge, S. & Carolino, J. (2019). Um lugar em produção: o caso da Cova da Moura [A place in production: the case of Cova da Moura]. Fórum Sociológico, 34(1), 19-30.
Junqing, Y. (2008). À propos de la philosophie micropolitique [About the micro policy philosophy]. Diogène, 221(1), 58-72.
Mascareño, A., & Carvajal, F. (2015). The different faces of inclusion and exclusion. CEPAL Review, 2015(116), 127-141.
McLaughlin, H. (2009). What’s in a Name: ‘Client’, ‘Patient’, ‘Customer’, ‘Consumer’, ‘Expert by Experience’, ‘Service User’—What’s Next? British Journal of Social Work, 39, 1101–1117.
Mendes, L. (2008). Urbanização clandestina e fragmentação socio-espacial urbana contemporânea: O Bairro da Cova da Moura na periferia de Lisboa [Clandestine urbanization and contemporary urban socio-spatial fragmentation: The Bairro da Cova da Moura on the outskirts of Lisbon]. Revista da Faculdade de Letras da Universidade do Porto, 2(2), 57-82.
Morrice, L. (2019). Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining. International Journal of Lifelong Education, 38(1), 20-33.
Presidency of the Council of Ministers (2005). Resolução do Conselho de Ministros 143/2005 [Resolution of the Council of Ministers 143/2005]. Diário da República - 1ª Série-B, 172 (september), 5486-5488. https://files.dre.pt/1s/2005/09/172b00/54865488.pdf
Ricoeur, P. (2005). Devenir capable, être reconnu [Becoming capable, being recognized]. Esprit, 7, 125-129. https://esprit.presse.fr/article/paul-ricoeur/devenir-capable-etre-reconnu-7741
Sociedade Portuguesa de Ciências da Educação (2020). Carta ética [Ethical charter] (2nd ed.). Sociedade Portuguesa de Ciências da Educação. http://www.spce.org.pt/assets/files/CARTA-TICA2.EDICAOFINAL-2020-COMPACTADO.pdf
Sousa Santos, B. (1987). Um discurso sobre as ciências [A discourse on the sciences]. Edições Afrontamento.
Sousa Santos, B. (2007). Renovar a teoria crítica e reinventar a emancipação social [Renewing critical theory and reinventing social emancipation]. Boitempo Editorial.
Vaughn, L. M., & Jacquez, F. (2020). Participatory Research Methods – Choice Points in the Research Process. Journal of Participatory Research Methods, 1(1).
Wildemeersch, D., & Lages, J. P. (2018). The right to the city: The struggle for survival of Cova da Moura. European Journal for Research on the Education and Learning of Adults, 9(2), 193-210.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Cármen Cavaco, Catarina Paulos, Rita Domingos , Emília Alves
This work is licensed under a Creative Commons Attribution 4.0 International License.
As RELA is an open access journal, this means that anyone who can access the Internet can freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or the European Society for Research on the Education of Adults (ESREA) in publishing the journal. There are no charges for publishing authors.
The core idea of open access is that copyright remains with the author(s). However, we publish with the agreement of the author that if she or he decides later to publish the article elsewhere, that the publisher will be notified, prior to any acceptance, that the article has already been published by RELA.
When publishing with RELA, it is with the agreement of the author that if they make their article available elsewhere on the internet (for example, on their own website or an institutional website), that they will do so by making a link to the article as published in RELA using the Digital Object Identifier (DOI) number of the article and acknowledge in the text of the site that the article has been previously published in RELA.