WEBVTT 1 00:00:00.001 --> 00:00:28.409 Sorry. Could you close the door? Okay, good morning, everybody. My name is Sham La Rama. I'm from South Africa. I'm from the University of Cuzula, Natal. This morning I am serving as chair but on behalf of the session organizer she is. Unfortunately, I thought she'd be online or here, but I think she hasn't come through. So this session was organized by Maria Raquel Maki. 2 00:00:28.510 --> 00:00:39.000 and it is looking at institutional, political, and cultural challenges. In the studies of childhood. We have 3 presenters this morning. 3 00:00:39.080 --> 00:00:50.989 one is online. Lucia Rabella de Castro, and her paper is co-authored with Beatrix Tikiti. Lucia is from the 4 00:00:51.640 --> 00:01:09.689 Federal And her co-author are from the Federal University of Rio de Janeiro. Each speaker will have about 15 min. We do have, so if you go slightly over 15. It's but okay, but just make sure it's not too much. So we give the other speakers an opportunity. 5 00:01:09.690 --> 00:01:26.140 Lucia. I hand over to you, and after your presence I will do each presentation. And at the end of the presentations we can take comments and issues for clarification. Thank you, Lucia. We can hand over to you. Thank you. 6 00:01:28.240 --> 00:01:30.170 luciarabellodecastro: Okay. 7 00:01:30.310 --> 00:01:40.010 luciarabellodecastro: thank you. Sham. La! good morning. good afternoon for me. It's evening, so good evening for those 8 00:01:40.140 --> 00:01:51.440 luciarabellodecastro: who are sort of listening and attending virtually I am from 9 00:01:51.850 --> 00:01:55.040 luciarabellodecastro: the Federal University of Rio de Janeiro 10 00:01:55.300 --> 00:01:59.010 luciarabellodecastro: and the the paper I'm presenting. 11 00:01:59.050 --> 00:02:02.870 luciarabellodecastro: It! It is offered by 12 00:02:03.460 --> 00:02:14.210 luciarabellodecastro: 3 persons. I I am one of the authors. The others are 2 colleagues from the Federal University of with Janeiro. 13 00:02:14.380 --> 00:02:18.029 luciarabellodecastro: One is Beatrice. 14 00:02:18.210 --> 00:02:28.349 luciarabellodecastro: From the faculty of medicine, and the other is Christiana Cahiro of the Faculty of Education. 15 00:02:29.080 --> 00:02:36.709 luciarabellodecastro: The title of my paper is the post-graduate program 16 00:02:36.889 --> 00:02:50.550 luciarabellodecastro: of interdisciplinary studies. on childhood, adolescence and youth. And we are presenting the challenges and the difficulties 17 00:02:50.590 --> 00:02:54.760 luciarabellodecastro: to establish such a program in 18 00:02:54.800 --> 00:03:00.420 luciarabellodecastro: our university. I'll share the 19 00:03:02.320 --> 00:03:03.600 luciarabellodecastro: my. 20 00:03:07.850 --> 00:03:09.770 luciarabellodecastro: So 21 00:03:10.230 --> 00:03:21.640 luciarabellodecastro: those who are concerned with and dedicated to childhood studies in research and practice from the social and the human sciences 22 00:03:21.760 --> 00:03:34.130 luciarabellodecastro: are most often also engaged in the transmission of knowledge of childhood, studies. this. 23 00:03:34.380 --> 00:03:39.210 luciarabellodecastro: how, when, to whom, and by whom, the 24 00:03:39.590 --> 00:03:46.069 luciarabellodecastro: childhood studies as a scientific enterprise can and should be transmitted. 25 00:03:46.340 --> 00:03:48.319 luciarabellodecastro: becomes an issue 26 00:03:48.420 --> 00:03:53.909 luciarabellodecastro: that constitutes a pivotal aspect in the reproduction. 27 00:03:54.000 --> 00:04:04.519 luciarabellodecastro: but also in the production of how these studies acquire new theoretical, methodological and public contours. 28 00:04:05.450 --> 00:04:09.540 luciarabellodecastro: So in this paper we are arguing 29 00:04:09.750 --> 00:04:17.610 luciarabellodecastro: the transmission of knowledge in the child child and youth studies area. 30 00:04:17.840 --> 00:04:30.670 luciarabellodecastro: performs a major role in shaping and innovating this area studies. So that's what it this paper is about. 31 00:04:31.120 --> 00:04:35.290 luciarabellodecastro: But to see 32 00:04:37.730 --> 00:04:46.030 luciarabellodecastro: In this vein this presentation is concerned to show how the establishment of a post-graduate program 33 00:04:46.400 --> 00:04:57.869 luciarabellodecastro: of interdisciplinary studies in childhood, adolescence and youth has has come to be established in the Federal Federal University of Rio de Janey 34 00:04:58.190 --> 00:05:01.490 luciarabellodecastro: by a group of Brazilian scholars 35 00:05:01.610 --> 00:05:06.860 luciarabellodecastro: who come from different disciplinary areas 36 00:05:06.980 --> 00:05:12.920 luciarabellodecastro: who are doing research practice and teaching in this field. 37 00:05:14.460 --> 00:05:22.399 luciarabellodecastro: So one first and noteworthy aspect is the theoretical standpoint. 38 00:05:22.700 --> 00:05:27.390 luciarabellodecastro: and that's already affirmed in the title of this paper. 39 00:05:27.590 --> 00:05:34.840 luciarabellodecastro: And this program assumes an interdisciplinary perspective. 40 00:05:35.230 --> 00:05:41.840 luciarabellodecastro: therefore, indicating a certain conceptualization of this area studies. 41 00:05:42.290 --> 00:05:56.219 luciarabellodecastro: unlike many of the post-graduate programs world worldwide. For instance, there are postgraduate programs in child studies which are legal 42 00:05:56.380 --> 00:06:07.230 luciarabellodecastro: childhood studies or sociological child studies. So this program takes this standard point as a disciplinary. 43 00:06:07.480 --> 00:06:12.689 luciarabellodecastro: It is the the interdisciplinary nature of this area. 44 00:06:12.910 --> 00:06:22.139 luciarabellodecastro: which also it's a as is an is considered quite a sort of emergent 45 00:06:22.260 --> 00:06:28.040 luciarabellodecastro: a fact nowadays, because we see journals 46 00:06:28.150 --> 00:06:30.270 luciarabellodecastro: project events 47 00:06:30.390 --> 00:06:41.219 luciarabellodecastro: that in in the area of childhood and youth that are congregating different disciplinary scholarships. 48 00:06:41.810 --> 00:06:45.410 luciarabellodecastro: however. 49 00:06:46.220 --> 00:06:56.300 luciarabellodecastro: Interdisciplinary studies are also a challenge, and we we bring here 50 00:06:56.350 --> 00:07:01.789 luciarabellodecastro: A note, a quote by Lena Allen. 51 00:07:01.950 --> 00:07:19.749 luciarabellodecastro: and that recognizes the difficulties of the institutional, epistemological, and cultural difficulties of establishing interdisciplinary studies 52 00:07:20.500 --> 00:07:39.150 luciarabellodecastro: as Lena Allen and and Allen, proud to Virginia morrow! There are many scholars that evoke the positive effects of interdisciplinary work and child and youth studies. 53 00:07:39.300 --> 00:07:45.750 luciarabellodecastro: but they also caution about the difficulties of how this can be achieved. 54 00:07:46.670 --> 00:07:48.960 luciarabellodecastro: So in this presentation 55 00:07:49.060 --> 00:08:01.179 luciarabellodecastro: we are breeding a case for interdisciplinary in this field of studies. though We are also saying that 56 00:08:01.250 --> 00:08:10.550 luciarabellodecastro: being interdisciplinary doesn't mean that we are against disciplinary studies in on childhood. 57 00:08:10.660 --> 00:08:15.710 luciarabellodecastro: We argue that the interdisciplinary nature. 58 00:08:15.860 --> 00:08:19.659 luciarabellodecastro: this program, this Brazilian program 59 00:08:19.720 --> 00:08:31.540 luciarabellodecastro: has resulted from a long trajectory trajectory of interdisciplinary, interdisciplinary scientific collaboration among scholars. 60 00:08:31.700 --> 00:08:35.900 luciarabellodecastro: That was the that that has been n created 61 00:08:35.990 --> 00:08:43.269 luciarabellodecastro: along around the center of interdisciplinary studies. 62 00:08:43.410 --> 00:08:50.670 luciarabellodecastro: that exists since 1,988 63 00:08:50.950 --> 00:08:55.910 luciarabellodecastro: at the Federal University of Rio de Janeiro. 64 00:08:55.970 --> 00:09:04.450 luciarabellodecastro: I'll say a little bit of this long trajectory, because it explains a little bit why 65 00:09:04.500 --> 00:09:08.890 luciarabellodecastro: interdisciplinarity has been an auction 66 00:09:09.050 --> 00:09:12.430 luciarabellodecastro: academically and scientifically. 67 00:09:12.490 --> 00:09:20.529 luciarabellodecastro: to be established as an area studies of childhood and youth. 68 00:09:21.080 --> 00:09:22.030 luciarabellodecastro: So 69 00:09:22.250 --> 00:09:30.350 luciarabellodecastro: the historical background of this interdisciplinary center 70 00:09:30.540 --> 00:09:39.170 luciarabellodecastro: began in 1,998, at the Institute of Psychology of the Federal University. 71 00:09:39.480 --> 00:09:55.599 luciarabellodecastro: And This sensor was founded by 3 psychologists. But very, very soon it was realized that the institutionalization of this area studies 72 00:09:55.690 --> 00:09:58.499 luciarabellodecastro: needed to 73 00:09:58.710 --> 00:10:07.640 luciarabellodecastro: bypass or overpass the rather strict disciplinary enclosure of psychology 74 00:10:07.910 --> 00:10:13.590 luciarabellodecastro: in terms of aggregating other disciplinary 75 00:10:13.650 --> 00:10:19.040 luciarabellodecastro: collaboration and exchange in childhood and youth. 76 00:10:20.220 --> 00:10:29.450 luciarabellodecastro: besides, and, most importantly, the institutional creation of the center meant turning meant 77 00:10:29.470 --> 00:10:45.170 luciarabellodecastro: Making childhoods and adolescence and youth as a singular field of studies, as the French say, a feud, appar and tier, or for its own sake. 78 00:10:45.460 --> 00:10:54.179 luciarabellodecastro: which implied the widening of the scope of scientific exchanges and audiences. 79 00:10:54.630 --> 00:10:59.980 luciarabellodecastro: And here I in this slide. I 80 00:11:00.290 --> 00:11:22.040 luciarabellodecastro: I've put 3 important historical and political marks and facts that were also important for the the launching of an interdisciplinary 81 00:11:22.070 --> 00:11:23.650 luciarabellodecastro: perspective. 82 00:11:23.840 --> 00:11:34.820 luciarabellodecastro: It was the 1,988. Promulgation of the Brazilian citizenship constitution 83 00:11:35.090 --> 00:11:41.729 luciarabellodecastro: in 1,990, the Brazilian law on children's and adolescent strides. And 84 00:11:41.980 --> 00:12:00.090 luciarabellodecastro: finally, when Lula took over in his first government in Brazil, there was a very great mobilization to put up the secretariat of youth, the national Secretariat of youth. 85 00:12:00.930 --> 00:12:12.760 luciarabellodecastro: So this center exists for over 20 years, and it took a leading role nationally in congregating scholars 86 00:12:13.140 --> 00:12:18.099 luciarabellodecastro: all over Brazil. around childhood and youth issues 87 00:12:18.660 --> 00:12:23.890 luciarabellodecastro: and developing 88 00:12:23.950 --> 00:12:29.690 luciarabellodecastro: events, publications, and 89 00:12:30.570 --> 00:12:42.520 luciarabellodecastro: and from a 16 from 2,016 this center took initiatives to make more porous 90 00:12:42.740 --> 00:12:53.080 luciarabellodecastro: the disciplinary boundaries that that cut across and put in different and isolated corners scholars of childhood and youth. 91 00:12:53.360 --> 00:13:07.510 luciarabellodecastro: And then it became, it began a movement to organize and develop this postgraduate program. in this area studies? 92 00:13:08.900 --> 00:13:19.120 luciarabellodecastro: so the institutional and academic challenges for the establishment. 93 00:13:19.290 --> 00:13:25.639 luciarabellodecastro: First of all, just to give a very tiny idea. There is no 94 00:13:25.750 --> 00:13:33.079 luciarabellodecastro: interdisciplinary childhood youth, post-added program in the Brazilian Academy so far. 95 00:13:33.680 --> 00:13:44.600 luciarabellodecastro: and one of the reasons is the enormous difficulty to institutionalize an interdisciplinary interdisciplinary area. 96 00:13:44.770 --> 00:13:48.120 luciarabellodecastro: Since the overall organizational 97 00:13:48.230 --> 00:13:53.049 luciarabellodecastro: of the academic logic is very much disciplinary. 98 00:13:54.040 --> 00:14:09.710 luciarabellodecastro: but there have been some efforts in other states of Brazil to organize other disciplinary areas, for instance, in ecology, gender studies, health care, and so on. 99 00:14:10.320 --> 00:14:17.399 luciarabellodecastro: Another difficulty is that, despite the fact that research projects 100 00:14:17.470 --> 00:14:26.180 luciarabellodecastro: and the calls national calls for research projects 101 00:14:26.200 --> 00:14:33.760 luciarabellodecastro: find it very laudable. To have research. Multi-disciplinary research teams 102 00:14:33.860 --> 00:14:53.310 luciarabellodecastro: often often consider a valuable asset in evaluations to be interdisciplinary. There are many difficulties, real difficulties for long-standing collaborative work. 103 00:14:53.440 --> 00:14:55.920 luciarabellodecastro: As 104 00:14:55.930 --> 00:15:10.679 luciarabellodecastro: across disciplines. So the fact is that to these multi-disciplinary teams are usually very perfunctory arrangements to obtain funds. 105 00:15:12.470 --> 00:15:14.140 luciarabellodecastro: so 106 00:15:14.980 --> 00:15:24.929 luciarabellodecastro: the establishment of an interdisciplinary postgraduate is also it must be 107 00:15:25.050 --> 00:15:36.599 luciarabellodecastro: opportunity for the construction of a sounder. theoretical and methodological, interdisciplinary articulation and framework. 108 00:15:37.320 --> 00:15:44.240 luciarabellodecastro: You see it, you have about 3 to 5 min to left. Okay. 109 00:15:44.350 --> 00:15:45.800 sorry. 110 00:15:46.670 --> 00:15:48.450 luciarabellodecastro: So 111 00:15:48.860 --> 00:15:57.509 luciarabellodecastro: this study, this post-graduate course. It 112 00:15:57.700 --> 00:16:07.529 luciarabellodecastro: It aims at expanding national and Latin American connections in terms of this area studies. 113 00:16:07.610 --> 00:16:15.079 luciarabellodecastro: And it understands as it an an importance to 114 00:16:15.140 --> 00:16:22.429 luciarabellodecastro: as important to make a a real and long-standing. 115 00:16:22.640 --> 00:16:24.799 luciarabellodecastro: not to say 116 00:16:25.050 --> 00:16:38.069 luciarabellodecastro: contribution to a methodological and theoretical work in childhood and youth. 117 00:16:38.820 --> 00:16:48.019 luciarabellodecastro: mit ctl, and so I'll go to the conceptualization of the program 250, 118 00:16:48.290 --> 00:16:52.040 luciarabellodecastro: which is to overcome this 119 00:16:52.090 --> 00:17:03.499 luciarabellodecastro: very fragmented law, logic, this the establishment of partnerships with centers not only 120 00:17:03.530 --> 00:17:09.869 luciarabellodecastro: nationally and in Latin America, but also 121 00:17:09.980 --> 00:17:15.370 luciarabellodecastro: in in other continents, with other continents. 122 00:17:15.560 --> 00:17:22.450 luciarabellodecastro: and the fact that it is a university-based program 123 00:17:22.470 --> 00:17:25.290 luciarabellodecastro: means that 124 00:17:25.470 --> 00:17:32.669 luciarabellodecastro: one should be very attentive and 125 00:17:32.760 --> 00:17:45.990 luciarabellodecastro: aware that there is a demand to construct an interface between university 126 00:17:46.320 --> 00:17:51.600 luciarabellodecastro: university activities and actions and social demands 127 00:17:51.820 --> 00:18:02.279 luciarabellodecastro: nowadays, for Brazilian universities are very much pressed to respond to social demands. 128 00:18:02.410 --> 00:18:11.669 luciarabellodecastro: So as an interdisciplinary program, I think that we have to be attentive to that. 129 00:18:11.960 --> 00:18:18.290 luciarabellodecastro: I'll go on to the perhaps the 130 00:18:19.400 --> 00:18:27.490 luciarabellodecastro: the composition. We have 22, the scholars that they come from very different areas. 131 00:18:27.670 --> 00:18:31.500 luciarabellodecastro: and one difficulty is that 132 00:18:31.570 --> 00:18:47.040 luciarabellodecastro: most of these callers they already belong to a a disciplinary postgraduate program. So Butaney, pertaining also to this interdisciplinary program 133 00:18:47.160 --> 00:18:57.369 luciarabellodecastro: means that they have an extra load of work. That's it, that is volunteered. But anyway. 134 00:18:57.740 --> 00:19:11.569 luciarabellodecastro: there is no no release of of any other activities from the University point of view to facilitate their belonging to the the interdisciplinary study. 135 00:19:12.040 --> 00:19:16.449 luciarabellodecastro: I'll skip that. 136 00:19:21.550 --> 00:19:28.430 luciarabellodecastro: There are very important regional and national demands concerning 137 00:19:28.630 --> 00:19:34.620 luciarabellodecastro: childhood and youth issues in Brazil and in Latin America. 138 00:19:34.650 --> 00:19:40.800 luciarabellodecastro: So I would say that there are global self challenges. 139 00:19:40.950 --> 00:19:44.380 luciarabellodecastro: concerning, for instance, the 140 00:19:44.500 --> 00:19:51.179 luciarabellodecastro: enormous social, economic, and cultural 141 00:19:51.190 --> 00:19:59.640 luciarabellodecastro: disadvantages and inequalities in the country. And this reflects 142 00:19:59.740 --> 00:20:01.170 luciarabellodecastro: on 143 00:20:01.330 --> 00:20:10.939 luciarabellodecastro: problems that children and youth face like problems like scholarization issues 144 00:20:10.980 --> 00:20:14.160 luciarabellodecastro: vulnerable vulnerability issues. 145 00:20:14.330 --> 00:20:22.310 luciarabellodecastro: and, for instance, the prospects concerning their future 146 00:20:22.530 --> 00:20:25.150 luciarabellodecastro: and 147 00:20:25.680 --> 00:20:34.950 luciarabellodecastro: erez agmoni, we are aware that, being part of an interdisciplinary problem of childhood and youth. One 148 00:20:35.100 --> 00:20:45.170 luciarabellodecastro: makes us all not only scholars, researchers, teachers, but in a way also militants 149 00:20:45.610 --> 00:20:49.249 luciarabellodecastro: and I think my time is over 150 00:20:49.400 --> 00:20:52.489 luciarabellodecastro: so 151 00:20:52.810 --> 00:20:56.560 luciarabellodecastro: just to finish. There is also 152 00:20:56.610 --> 00:21:01.220 luciarabellodecastro: a great pressure to internationalize. 153 00:21:01.230 --> 00:21:13.139 luciarabellodecastro: and we assume a a point of view that there is much to be exchanged among global south countries, but also 154 00:21:13.340 --> 00:21:20.699 luciarabellodecastro: maintaining our lia zones and partnerships with the global North. 155 00:21:20.770 --> 00:21:23.439 luciarabellodecastro: so 156 00:21:23.460 --> 00:21:36.690 luciarabellodecastro: we think that we should enhance academic and scientific opportunities for. 157 00:21:36.730 --> 00:21:37.760 luciarabellodecastro: oh. 158 00:21:37.850 --> 00:21:44.820 luciarabellodecastro: scholars from outside the country to come and visit us, and also vice versa. 159 00:21:45.220 --> 00:21:49.519 luciarabellodecastro: and I think I'll finish here. Thank you very much. 160 00:21:57.460 --> 00:22:20.320 Thank you, Lucia. Sorry about it is a very interesting presentation, because I think it's comparable to other what's happening in institutions in the global South as well, including in South Africa. challenges to establish interdisciplinary kinds of programs. 161 00:22:20.450 --> 00:22:49.389 But also, I find, for example, sociology of youth, sociology of childhood is not part of our mainstream sociology program. It's more about the big things. You know, the apartheid colonization, decolonization, social changes. you're lucky if you get an institution, even a sociology program focusing on families and households. So it's the big. 162 00:22:49.660 --> 00:23:14.420 you know, things that race gender class, but not other forms of stratification. And within that, how it impacts the younger people. Yet when I look at where I'm located, most of our population is young people. And there's a whole lot of things happening. So thank you very much for that, our next speaker, and I'm not even going to try and pronounce your title. 163 00:23:14.450 --> 00:23:30.460 I see it's up in, I I assume. Spanish. Sorry. So our next speaker is Mauricio Padron in a Morato, and I'm apologies again for pronouncing people's names. He's 164 00:23:30.550 --> 00:23:32.029 thank you very much. 165 00:23:41.800 --> 00:23:42.540 A 166 00:23:48.370 --> 00:23:52.270 thank you. And yes, my name is Malaysia. 167 00:23:52.470 --> 00:23:53.430 Yeah. 168 00:23:53.530 --> 00:24:03.669 And from Mexico I, a processor at the A Research Institute of Law, the National University of Mexico. 169 00:24:04.110 --> 00:24:05.090 And 170 00:24:13.950 --> 00:24:15.480 and 171 00:24:16.500 --> 00:24:19.940 and today I am 172 00:24:21.190 --> 00:24:31.410 like to present a show. My presentation. I hope to share a son's idea to this course of Thai label in Mexico. 173 00:24:31.530 --> 00:24:36.670 covering both the oracle and practical considerations. 174 00:24:37.160 --> 00:24:37.920 Yeah. 175 00:24:39.360 --> 00:24:45.000 I don't know. Okay. 176 00:24:45.730 --> 00:24:47.949 okay, yeah. Thank you. 177 00:24:48.650 --> 00:24:56.910 And the general objective of the work is to review the economic, social, theoretical, and real elements 178 00:24:57.150 --> 00:25:11.009 that allows us to think of a general analytic model. The idea is to make visible no well known and often heightened reality. The data I use 179 00:25:11.070 --> 00:25:28.519 are from the 2,015 and 2,017 tile labor model, but mainly I use the 2,019 national child labour Survey this. This is the last one that exists. 180 00:25:28.570 --> 00:25:35.440 and this moment we are waiting for the 2,022 version to made a public. 181 00:25:38.410 --> 00:25:39.420 and 182 00:25:39.490 --> 00:25:45.739 I'd like to start. We'll give you some context. 183 00:25:46.220 --> 00:25:55.860 In 2,006. Mexico received an observation from the Committee of the Right of the child in which express concern 184 00:25:55.870 --> 00:26:04.419 about the, I believe, data that did not allow for an adequate analysis of the situations of children bright. 185 00:26:04.630 --> 00:26:16.329 But this is not the first of celebration Mexico have received in this regret. In 1996 an observation was already made in the same sense. 186 00:26:16.350 --> 00:26:21.430 and that is why Mexico has worked to respond to the committee request. 187 00:26:21.840 --> 00:26:40.820 Since 2,007 the child label model has been created as an Alex to the national Occupation and Employment survey. and in in in 2,019 it will be changed to the National. 188 00:26:41.240 --> 00:26:43.700 along with a beset for 189 00:26:43.790 --> 00:26:57.930 Mexico, has ratified several international instruments, which of of lay in to take measure of a different type, such as adopting the national, legal, and institutional system. 190 00:26:59.990 --> 00:27:11.590 for example, the convention of the route, or at the right of the time, was approved by the United Nations in 1,989, 191 00:27:11.670 --> 00:27:15.070 and ratified by Mexico of 1990. 192 00:27:15.950 --> 00:27:22.949 Another example Convention, 138 of the minimum age of a mission to the employment 193 00:27:23.220 --> 00:27:31.419 in Mexico was seen in 2,015 because of the constitutional reform, and 194 00:27:31.620 --> 00:27:43.149 or another example, a. The Convention may 182 on the workforce of the Channel label that the Mexican government ratified in to south. 195 00:27:43.500 --> 00:27:45.500 Although Mexico 196 00:27:45.600 --> 00:27:50.120 A has seen many of the international human drives instrument. 197 00:27:50.200 --> 00:28:01.940 it is still clear that if the prohibition of child label is not a comparing by the other type of action, I can lead to the condition of unprotection or 198 00:28:02.040 --> 00:28:04.490 greater vulnerability. 199 00:28:05.160 --> 00:28:16.990 Only prohibition, child labour does not help to significantly reduce the magnitude of the phenomenon, much, much less its eradication. 200 00:28:19.370 --> 00:28:41.049 We we before way through the regulation model. I want to show you some data to describe the reality of childhood. In Mexico you can see the data shows that the number of children who worked between 2,015 and 2,017 degrees. 201 00:28:41.480 --> 00:29:00.180 If you look at the age distribution for 2,019, we see that the 15 to 70 group has the highest so percentage. But the 10 to 14 age group has all not 40% participation. 202 00:29:08.820 --> 00:29:17.730 The graphs, this rough illust of the variation of V to rural and urban I areas, as well as difference. But inchend 203 00:29:17.940 --> 00:29:24.040 in rural areas, a larger proportion of children engaged in a legally allowed world. 204 00:29:24.080 --> 00:29:32.070 A specifically 20% of girls work in shop that falls under this category. 205 00:29:32.150 --> 00:29:37.179 such as a light work in the seal service industry of Gomez. 206 00:29:38.310 --> 00:29:51.990 In this graph displays a percentage breakdown of working boys angle bus based on their employer. It is evident that the majority of us under work for family members. 207 00:29:52.220 --> 00:29:56.489 however, it is worth mentioning that 208 00:29:56.530 --> 00:30:08.379 10.5% of girls work in the penitentiary which is linked to the domestic and caregiving responsibility they undertake. 209 00:30:09.840 --> 00:30:14.979 In this table we see 3 variables related to the income and needs 210 00:30:15.640 --> 00:30:22.259 approximately, 40% of working children do not receive any income. 211 00:30:22.360 --> 00:30:26.829 and about 13% perceived less than minimum wage 212 00:30:28.130 --> 00:30:37.140 the minimum wage in Mexico is about one and $50 for per month. 213 00:30:37.590 --> 00:30:44.010 A significant percent say they work to pay their over expenses, and approximately 214 00:30:44.160 --> 00:30:51.330 13% say they work because the household need either the money or they work. 215 00:30:54.060 --> 00:30:59.789 In this graph I present the result of the Binari logic reservation model. 216 00:31:00.090 --> 00:31:10.050 The dependent, variable model is work does and work. and what is shown in the graph are the weight of the beta coefficient. 217 00:31:10.080 --> 00:31:28.009 We see that the independent variable, including the model, have different, strange, and the effects on the phenomenon is also different. You can see that some variable from promote work, and all the self as protector for board voice, and that, for example. 218 00:31:28.050 --> 00:31:37.489 the age of the head of household, and if the head of harvest is working, are variable, that act as promoter 219 00:31:37.630 --> 00:31:38.930 promota. 220 00:31:38.960 --> 00:31:48.969 a of time label, however, living in urban areas attending a school having the head of how could be a male 221 00:31:49.020 --> 00:31:52.339 or having a high level of scholing 222 00:31:52.570 --> 00:31:59.260 at a or protecting against child lab 223 00:32:01.970 --> 00:32:14.309 as anticipated and supported by various previous research. The result of the model showed the attending school has a so a positive impact of on preventional labor. 224 00:32:14.610 --> 00:32:40.480 This means that going to school reviews, the likelihood of children and guys in work activities. Moreover, our findings suggest that children living in household led by men are less likely to work compared. Thus, inside a female have household. In other words, femme have falsehoods are more likely to rely on tied life. 225 00:32:42.750 --> 00:32:56.890 There are 3 possible explanations for the counterintuitive meaning of the head occupation variable. The Federation is that even thought ahead and other members of the households are employers. 226 00:32:57.000 --> 00:33:05.940 their income is insufficient, and therefore children and adolescent are required to work to supplement it. 227 00:33:06.140 --> 00:33:08.310 The second explanation 228 00:33:08.740 --> 00:33:14.470 is the most children work with a relaxed, the the relatives 229 00:33:14.950 --> 00:33:29.089 and many of the work within their own homes. This means that the compassion and status of male and female, her of household would encourage children to work as additional help. 230 00:33:30.220 --> 00:33:42.589 Lastly, the third possibility, explanation is linked to domestic and care work that is primarily carried out by the girl with within our own homes. 231 00:33:42.680 --> 00:33:50.140 in case where the have of the house is employer, girl participation became beetle and a search. 232 00:33:51.170 --> 00:33:52.750 The level 233 00:33:52.790 --> 00:34:00.049 of education of the health of how, who is linked to the likelihood of children and adolescent working. 234 00:34:00.470 --> 00:34:05.729 The 3 variables related to the different educational level have a negative sign 235 00:34:05.760 --> 00:34:17.049 indicating that higher education level for the health of households lead a lower level of the type. Another recent label providing protection for them. 236 00:34:17.200 --> 00:34:28.859 cultural practice that involved teaching family community and social value to the new generations can complete a complicated scenario. 237 00:34:30.120 --> 00:34:38.689 To better understand tail label, we most consider a 3 K element. education, poverty and pool. 238 00:34:38.850 --> 00:34:49.479 Cool tour plays a significant role in a naturally sizing child level and promoting it. It does a form or learning and responsibility. 239 00:34:50.440 --> 00:34:59.470 although poverty or lack of income will explain in part the phenomenon of a child level, both culture and education. 240 00:34:59.740 --> 00:35:03.050 It's calling a of the head high school 241 00:35:03.320 --> 00:35:19.539 will have a similar effect or impact from a right perspective. The approach, the approach to to label has made it possible to emphasize the incident of a multi-factorial almudic cx. While phenomenon. 242 00:35:20.750 --> 00:35:24.180 although child labor is literally prohibited. 243 00:35:24.210 --> 00:35:26.550 if persists do. 244 00:35:26.940 --> 00:35:29.100 to income every information 245 00:35:29.190 --> 00:35:42.849 in Mexico, F. 4 have been directed to our meeting international obligation, but have not successfully to that child a children. Another recent. The prohibition alone is in Sofia 246 00:35:43.070 --> 00:35:53.029 to ensure their safety, and often posted them at a higher risk of being forces into form an or illegal war. 247 00:35:53.650 --> 00:36:14.139 A more effective approach will be a comprehensive, right-based approach that ensure that children or the law less, and have equal access to resource and service necessarily necessary for their well-being and inclusion, regardless of whether or not they work. 248 00:36:14.710 --> 00:36:17.170 Thank you so much. 249 00:36:26.070 --> 00:36:51.089 Thank you very much for that presentation. I don't know much about Mexico, but the comparisons between what you're finding in your data and what's happening in my space where I come from are also female headed households. The vulnerability and risks increase also higher dependency. Ratios in the female headed ourselves 250 00:36:51.090 --> 00:37:03.860 as opposed to the male headed households, and the women in those households having to have additional care that they need to do for other members, and how it impacts on the 251 00:37:04.269 --> 00:37:22.269 younger children, particularly the girls in the household. So we have young people who have higher care care burdens that they have to take care of older people and other people. We saw that. I don't know if you saw that during the pandemic 252 00:37:22.510 --> 00:37:39.549 young children that were at home, even students at at university would say to us, sorry I can't come, because I've got to go and fetch water. I've got to do this and that to ensure that people at home are taken care of. So thank you very much for that insight. 253 00:37:39.550 --> 00:37:53.180 Our next presenter is from Ms. Patrick Chander. He's from the school of graduate step studies Ling Nan University at an pronouncing that correctly, Hong Kong at Tricky. 254 00:37:56.750 --> 00:37:59.160 You can just say 255 00:38:04.170 --> 00:38:07.390 he pressed him. Nice. 256 00:38:08.660 --> 00:38:10.439 Yeah. 257 00:38:10.750 --> 00:38:11.720 Oh, yeah. 258 00:38:24.670 --> 00:38:28.949 Good morning, everyone. I'm Patrick Chanda. 259 00:38:29.340 --> 00:38:51.850 I'm a Phd. Student in sociology and sociologists at Lincoln University, Cisco, glad with studies in Hong Kong. But I come from Zambia, which is not far from where she comes from. Saudi in Africa. Yeah, that's that's where we are. So if you look at the map, you'd be able to see where Zambia is. Yeah, as 260 00:38:54.810 --> 00:39:09.940 so, I would like to share with you what I've been doing. And this is just an extract from the paper might, let me say my thesis that I was working on. 261 00:39:10.290 --> 00:39:20.480 And for today I was just extracted. There's income, inequality, gender inequality and gender differences in adolescence. 262 00:39:20.800 --> 00:39:34.550 like satisfaction. Basically, I have interest in me children's well-being and health and that other aspects that affect should rate. 263 00:39:35.110 --> 00:39:40.839 And then for today, I'm just focusing on it. I'm not focusing on the 264 00:39:41.450 --> 00:39:57.209 this everything that concerns the subjective well being of children. But I just I just speak to that life satisfaction because the other aspects I focus on the positive effect and the negative aspect. But I'm just focusing on this one 265 00:39:57.290 --> 00:40:00.979 this dimension, which is like a dozen's life satisfaction 266 00:40:02.190 --> 00:40:10.959 and maybe scholars have defined. They have used different skills to define, adores, and's life satisfaction. 267 00:40:11.210 --> 00:40:13.619 And in my case, I'm using the 268 00:40:14.390 --> 00:40:29.029 they did the secondary data which is from the Hbsc, and it's conducted mostly in European countries and North American Canada, the U.S.A. And the European countries. So I'm using second, that data. 269 00:40:29.250 --> 00:40:36.259 and one of the themes that images from literature, view of the 270 00:40:36.280 --> 00:40:43.010 conducting peer reviewed journals, articles as well as 271 00:40:43.320 --> 00:40:49.879 reports from clay depot, international organizations such as Unsf 272 00:40:50.500 --> 00:40:54.740 ilo unesco. 273 00:40:55.320 --> 00:41:00.509 And there's all visited. I got some reports from World Bank. 274 00:41:01.020 --> 00:41:02.440 Uidp. 275 00:41:02.790 --> 00:41:16.110 yeah. Yeah. So that that's so. The fists same Latin measures, income, inequality, and adolescent life satisfaction. Of course, mostly the studies we are focusing on the 276 00:41:16.330 --> 00:41:27.500 adolescents, subjective well-being that also included adolescence, life satisfaction so literally just extant literature 277 00:41:27.700 --> 00:41:30.490 as mixed results in terms of 278 00:41:30.760 --> 00:41:40.929 the influence of income inequality on on subjective well-being, and most of the studies have been done amongst adults. 279 00:41:41.370 --> 00:41:46.159 But of course there are studies that are focused on adolescence. 280 00:41:46.520 --> 00:42:00.149 and some studies found negative association between income inequality and subjective well-being, others found in significant associations, others found positive 281 00:42:00.310 --> 00:42:08.829 linked the relationships. Basically, there are mixed results that have been reported. 282 00:42:09.000 --> 00:42:11.200 By scholars. 283 00:42:11.830 --> 00:42:24.160 So the link between income and inequate and subjective well-being. and in particular, in my case at Doris In's life, that it still remains unclear. 284 00:42:24.480 --> 00:42:27.519 we still. it remains, unclear. 285 00:42:27.920 --> 00:42:41.570 another theme that imaged was gender, inequality, gender differences and adolescence, life satisfaction. A substantial amount of research has shown support for the idea that 286 00:42:41.970 --> 00:42:45.289 a great, that provision of human rights. 287 00:42:45.320 --> 00:42:59.199 for instance, civil, political and gender equality. For instance, age, access to education and resources. Income is related to higher levels of subjective well being. So 288 00:43:00.010 --> 00:43:04.809 when there is gender equality and those aspects of human rights are 289 00:43:05.070 --> 00:43:07.529 respected, protected. 290 00:43:07.700 --> 00:43:22.199 fueled. The well-being of individuals is enhanced. Similarly it has been found that in societies with greater gender equality. individuals have higher levels of overall happiness. 291 00:43:22.490 --> 00:43:24.850 So that's another aspect of 292 00:43:25.460 --> 00:43:29.480 subjective with well being of 293 00:43:29.680 --> 00:43:41.590 individuals. despite evidence indicating that individuals living in countries with greater levels of gender equality report often or higher levels of subjective well-being. 294 00:43:42.000 --> 00:43:46.170 It is not yet clear whether gender differences in subjective 295 00:43:46.450 --> 00:43:54.939 well-being could be explained by variability in country-level gender inequality. So to that gap. 296 00:43:55.110 --> 00:44:00.490 and mostly close, close national. Most of the studies are not 297 00:44:01.150 --> 00:44:15.949 done at national level. They are not close national studies. So is that, scarcity in terms of close national studies that are focused on these dimensions. 298 00:44:18.930 --> 00:44:30.550 What I imagined from the literary charity view in terms of both the empirical and and theoretical literature. Review. Where these questions 299 00:44:30.810 --> 00:44:55.239 these objectives that also guided the development of the question so for the theoretical perspectives. I've I've been using the social ecological model. I've also been using the. We've also looked at the need fulfillment theory when I've also looked at the the social comparison. 300 00:44:55.390 --> 00:44:58.260 Yeah, in terms of these aspects. 301 00:45:00.430 --> 00:45:03.830 and then also the social support. Theod. 302 00:45:03.870 --> 00:45:21.150 So if C is to examine how income. Inequality relates to adolescence, life, satisfaction across countries, as well as examining whether national level, gender, inequality, delays to gender differences in adolescence, life satisfaction. 303 00:45:21.590 --> 00:45:25.379 these are the questions that are related to the objectives 304 00:45:25.830 --> 00:45:39.680 and the data that I'm using is 2,018 health B events who age children. Hbsc, a survey and the data we are combined with country level data. 305 00:45:40.110 --> 00:45:46.099 like I mentioned data from agenda Inequality Index. this was from the Ndp. 306 00:45:46.230 --> 00:45:52.409 The ports, and then gene Index, which is the income inequality 307 00:45:52.690 --> 00:45:55.399 from the World Bank 308 00:45:55.470 --> 00:46:20.910 and in the National health, they'll say Gdp, pick up up, and then 6 leisure, and then they adore it, since that's the number of and the age that they use with age groups 1118 and 15. And when from 27 European countries. They are about 40, some if 40, around 40, 309 00:46:20.910 --> 00:46:49.879 4 to one countries. But other countries were excluded because, my, the valuable that I was interested in. We are missing for sitting country. So I had to excludes them on that basis. And then the research design I'm using Mount Level Cross national study. And then this is a free level modeling, because, as adolescents are nested within, schools and schools are nested within countries, so they are clustered within countries. 310 00:46:49.890 --> 00:46:54.630 however, at level 2, because the school 311 00:46:54.650 --> 00:47:06.079 level valuable some of the school level variables we are missing in the data set. So I've not included my conceptual module 312 00:47:06.160 --> 00:47:16.079 in in this present and because of little time. But I also have more directors from social support at at at different levels. 313 00:47:16.210 --> 00:47:28.469 because I'm using the one of the perspectives is that the social ecological model which has different players? So it informed inference. My my 314 00:47:28.690 --> 00:47:37.640 data analytic strategy because it focuses on different layers. So the variables are at different or at different levels. 315 00:47:37.810 --> 00:47:41.370 and then mixed linear regulation more deal. 316 00:47:42.140 --> 00:48:05.079 and in terms of the findings, one of the themes that you made from the details the relationship between income inequality and adolescence, life satisfaction. this that's establishing the relationship between those 2 dimensions and controlling for national wealth. 317 00:48:05.350 --> 00:48:17.469 sexolation, gender, inequality and age and family afterwards findings of the linear mode of integration. Analysis indicated that income in a polygon was negative and 318 00:48:17.590 --> 00:48:23.490 significantly associated with life. Such fraction. So this findings signify that 319 00:48:23.530 --> 00:48:30.449 adolescence in countries, values of higher levels of income inequality deported lower life satisfaction than those 320 00:48:30.670 --> 00:48:33.170 appears in in countries with 321 00:48:33.480 --> 00:48:45.509 lower levels of income inequality. One of the possible explanations would be that income inequality might damage the social capital of a community through numerous channels, including the erosion of trust. 322 00:48:45.740 --> 00:48:47.939 or through the reduction of 323 00:48:48.210 --> 00:49:04.380 reduction in generosity and reciprocity, thereby dividing societies and Groups. The other explanation would be, social comparisons might produce. And if you look at the social comparison, theoretic 324 00:49:04.520 --> 00:49:15.429 explains very well these relationships in terms of social comparisons might produce a sense of relative deprivation that could unleash negative emotions. 325 00:49:15.640 --> 00:49:25.490 including envy, shame, guilt, anger, depletion, hostility, cynicism. or insecure it. Because you're talking about 326 00:49:25.530 --> 00:49:40.859 an equal distribution of the resources among us. The the citizens so find they have notes, and they have, so they reach, and the poor so, and the mixing of that. So some of those explanations. So the find findings are consistent with 327 00:49:41.090 --> 00:49:43.230 the previous research. 328 00:49:43.860 --> 00:50:06.589 And then the other dimension was the other theme, that image from the data or the gender inequality, gender differences, and a doors in slides satisfaction. So they study a that, establishing with the gender inequality to do this to gender differences in adores and slice satisfaction again controlling for national wealth. 329 00:50:06.750 --> 00:50:16.260 sexual income, inequality, age, and family of French. Again, the gender and quiet was negatively associated with 330 00:50:16.440 --> 00:50:20.279 adolescent life satisfaction. 331 00:50:20.730 --> 00:50:23.340 and then adores in in countries 332 00:50:23.420 --> 00:50:36.030 these results to demonstrate that address in these countries higher levels of gender inequality reported lower life satisfaction as compared to adores in in countries with lower levels of gender inequality. 333 00:50:36.240 --> 00:50:39.609 the findings are consistent with previous research. 334 00:50:39.970 --> 00:50:49.800 and any finding feathers suggest that gender differences in life, satisfaction, life, satisfaction was lower for girls than for boys. 335 00:50:50.850 --> 00:51:00.699 Again, the findings also indicate that gender inequality, positive and significant, related to gender differences in adolescent life satisfaction. 336 00:51:00.770 --> 00:51:12.319 So greater gender inequality at country level is associated with heightened gender differences in Adoracin's life, such as the findings signify that gender differences 337 00:51:12.400 --> 00:51:40.919 in that Doris centralized such facts in allied in countries with higher levels of gender inequality than those with lower levels of gender in the white. So the possible explanation would be that differences in access to opportunity structures. Because I'm focusing most on a structural level factors that's income inequality agenda inequality and incoming advice. So in terms of gender inequality, the differences in access to opportunity structures. 338 00:51:40.930 --> 00:51:46.569 for instance, access to education, resources, income differences and power systems. 339 00:51:46.580 --> 00:52:12.990 for instance, the presentation in terms of decision, making positions for boys, of men, for girls would lead to difference in their respective perceptions of a period to meet their their needs, such that gales were, and we may not only be less able, but also few less enable, to meet their needs as compared to boys. So if you look at the need fulfillment Theod. I think it also 340 00:52:13.060 --> 00:52:25.320 it. It provides further explanations in terms of this. So in nations and communities where there is great equality within societal structures. Opportunity. 341 00:52:25.540 --> 00:52:40.849 the resources and power they'll be like they'll be like will be literal to no gender difference in subjective working. But where inequality is high, there will be greater gender differences. So there are those aspects 342 00:52:40.980 --> 00:52:44.139 in terms of the strength of 343 00:52:44.160 --> 00:52:59.610 the study. I I use light and sample and large and random samples from countries that have a diverse or that are distinct in terms of socioeconomic, political, and cultural context. 344 00:53:00.000 --> 00:53:07.089 And because Europe, Europe, you're talking about Eastern Europe 345 00:53:07.270 --> 00:53:10.170 and then Western Europe. So they have. 346 00:53:11.090 --> 00:53:18.870 Of course, there could be similarities in terms of political. Maybe most of them are democratic societies. 347 00:53:19.040 --> 00:53:42.950 yeah, could be such. But it could be some differences in terms of the cultural aspects. Even the some are political, maybe socio-economic country. The Europe, Eastern and Western Europe. That would be those differences simultaneously. They start in the use the social and economic indicators as income and gender inequalities over dollars and south 348 00:53:43.110 --> 00:53:47.020 and well-being. So those who are studied simultaneously 349 00:53:47.200 --> 00:53:58.180 and like in other studies, then this mode, level analysis enhanced the statistic estimates. Taking to consideration that the data we are. 350 00:53:58.400 --> 00:54:02.769 I like coin nature. So adolescents like, I mentioned data, one clustered 351 00:54:02.840 --> 00:54:21.109 within schools and schools clustered or nested within countries in terms of the limitations of the study. This was a close national assault, cross section of study which made it difficult to establish, call the cause and effecti relationship. So the 352 00:54:21.140 --> 00:54:22.419 there are no 353 00:54:22.550 --> 00:54:49.070 you know, cause a drop, a conclusions that we had drawn in the getting the relationship. So feathers future usage, for instance, long. Tud, you know, studies are needed to establish the cause of interpretations. Then in terms of generalizability. This was, confined to the social, cultural, and economic context within those 27 European countries. 354 00:54:49.070 --> 00:55:01.569 So future research should consider should be undertaken to replicate these findings in distinct social, cultural and economic backgrounds. Maybe in the global South. 355 00:55:01.570 --> 00:55:15.979 That would be also important to understand how maybe these aspects would be influenced. Jen, our agenda and income inequalities would be influence as I do it, since a subjective well being. 356 00:55:16.830 --> 00:55:22.800 and in terms of the conclusion, finding, suggest that income and gender inequalities are 357 00:55:22.890 --> 00:55:36.050 predictors of adolescent life satisfaction in those countries, the findings that to the literature, that income and gender inequalities increase the life, the likelihood of law, life, satisfaction 358 00:55:36.290 --> 00:55:50.339 among adults, these findings and the score, the importance of building a society that promotes equality in income and gender and values the health and well being for its individual members. Thank you. 359 00:56:08.240 --> 00:56:12.640 Thank you very much for that. I think. 360 00:56:12.910 --> 00:56:28.229 Interesting presentation in terms of looking at European countries in the global north. And what is happening there? and I think the issues of inequalities with income or gender 361 00:56:28.620 --> 00:56:38.679 from our neck of the we're seeing the impact it is having on young people in terms of their restlessness. 362 00:56:38.900 --> 00:57:04.969 not finding a sense of belonging even in the in terms of where the political climate is in our countries, what's happening in education? We have frequent student protests, disruptions at schools, we're seeing increasingly violence and bullying in schools, not just students against each other. 363 00:57:04.980 --> 00:57:13.220 students against their teachers. And they. So he tells you, there's something happening in the household 364 00:57:13.260 --> 00:57:27.229 and issues of poverty, cultural practices in terms of how young people are treated. Gender issues in terms of the treatment impacts in that space, and how they. 365 00:57:27.260 --> 00:57:47.130 you know whether they feel they belong in that community and how they belong in the society. So thank you very much to our 3 presenters are now going to take questions from the floor so that we can. Then if there are any questions for the 3 presenters. 366 00:57:53.350 --> 00:58:00.399 do I just stop sharing here, so you can bring up, Lucia. Oh, there we go! Maybe you want to. Just 367 00:58:04.650 --> 00:58:08.770 the hand. Sorry it was one. 2. 368 00:58:13.310 --> 00:58:30.959 Okay. I'm Ani. I am Brazilian, but I work in the University of Thibod in Switzerland, and I have a question, Julia. Very intriguing, Luca, because I also work in a master interdisciplinary master for a family and childhood studies. 369 00:58:30.980 --> 00:58:51.959 And my question is about the outcomes of the program. So do you feel that you have also challenged concerning how these students use the interdisciplinary background for their research and their writings? Or is this challenge much more about this stuff? 370 00:58:51.960 --> 00:59:05.499 Because in my experience, is not only for us working in the program. But the students also face some difficulties on how to integrate different boundaries of the disciplines. 371 00:59:10.470 --> 00:59:11.210 Morning 372 00:59:11.440 --> 00:59:14.060 luciarabellodecastro: fell like trauma. 373 00:59:14.540 --> 00:59:17.900 Yes, you can go ahead. Yeah, you can go ahead. 374 00:59:18.290 --> 00:59:21.740 luciarabellodecastro: Oh, thanks so much for the question. 375 00:59:21.760 --> 00:59:33.649 luciarabellodecastro: I really come to give you an answer because we are just. I I I forgot this very important detail 376 00:59:33.770 --> 00:59:40.629 luciarabellodecastro: that we are just establishing ourselves as a postgraduate program. 377 00:59:40.750 --> 00:59:45.280 luciarabellodecastro: so we have went so far. 378 00:59:45.310 --> 00:59:57.830 luciarabellodecastro: actually run our courses we are, we are! We are given, we. We were given. We just been given the permission 379 00:59:57.970 --> 01:00:14.050 luciarabellodecastro: to institutionalize at the Federal University. but I take your your remark as a a very valuable suggestion, and I think it it really 380 01:00:14.230 --> 01:00:17.929 luciarabellodecastro: is. I mean. 381 01:00:18.040 --> 01:00:21.569 luciarabellodecastro: it makes sense to me, because 382 01:00:21.640 --> 01:00:32.780 luciarabellodecastro: the experience that we have, for instance, running eventual classes for both graduate and undergraduate. 383 01:00:32.820 --> 01:00:37.340 luciarabellodecastro: it's really difficult for students to 384 01:00:37.520 --> 01:00:42.419 luciarabellodecastro: sort of jump out of their disciplinary. 385 01:00:42.440 --> 01:00:43.950 luciarabellodecastro: The boxes 386 01:00:43.990 --> 01:00:48.150 luciarabellodecastro: to really to really interact 387 01:00:48.250 --> 01:00:56.060 luciarabellodecastro: with different seats of mind, really disciplinary 388 01:00:56.130 --> 01:00:58.479 luciarabellodecastro: sets of mine. So 389 01:00:58.520 --> 01:01:03.290 luciarabellodecastro: although we we haven't 390 01:01:03.650 --> 01:01:07.800 luciarabellodecastro: any experience to. For to rely on. 391 01:01:07.810 --> 01:01:15.649 luciarabellodecastro: give you an answer. I think that the experience we have had very eventually. 392 01:01:15.700 --> 01:01:18.319 luciarabellodecastro: Running some courses 393 01:01:18.400 --> 01:01:24.059 luciarabellodecastro: has proven to us that it will be difficult, not just for us. 394 01:01:24.370 --> 01:01:26.839 luciarabellodecastro: but also for the students. 395 01:01:27.460 --> 01:01:29.770 luciarabellodecastro: Thanks. Thanks for the question. 396 01:01:30.760 --> 01:01:33.350 Thank you. The next question. 397 01:01:33.440 --> 01:01:47.119 first, correct motivations for all the 3 of presentations. I have 2 questions, one for Lucia, and another one from Odyssey as well. 398 01:01:47.190 --> 01:01:57.720 Luceta. The first question is, I like to. I saw that was in your slide is this about the Sultan's perspective? 399 01:01:58.000 --> 01:02:15.590 And I think because you didn't have much time. You couldn't talk a lot about that. So if you could, talking more about this perspective of knowledge, and I think it's very important for us talking about that 400 01:02:15.590 --> 01:02:30.659 in the International Congress and thinking the context of Brazil. If you have contacts with perspectives that, coming from first in nations like Conditionals, Brazilians, and these things like, you know more about that. 401 01:02:30.870 --> 01:02:54.529 And the second question from Maori. So in it is perspective of like the children's labor I like to know about. I know that a lot of kids works for the necessity as well. But in some context, I think 402 01:02:54.640 --> 01:03:16.500 there is families that have the mentality, that the world is is important from the kids developing that makes they like I don't know a possibility of be better people. You know what I mean, so I don't know if you haven't been looking for that as well 403 01:03:16.500 --> 01:03:26.179 together with the politics. If you have a program for thinking about this mentality as well, because I think 404 01:03:26.220 --> 01:03:29.300 when we thinking about kids labor? 405 01:03:29.390 --> 01:03:48.009 there is some programs like, in Brazil we have one experience with some programs that families receive some money for have the kids at school, but is still having the mentality. That is not exactly just about the money. 406 01:03:48.010 --> 01:04:03.010 but it's about one value. So if you have the opportunity to talking about that, and I I didn't present myself from Haquel. I'm studying a tunic camp in Brazil with Gabriella Tibet. 407 01:04:03.240 --> 01:04:06.030 and that is all. 408 01:04:09.630 --> 01:04:20.649 Lucia. You can respond, and then Marcia will respond thereafter to his question. Thank you. 409 01:04:21.480 --> 01:04:24.770 luciarabellodecastro: Okay, thanks a lot for the question. 410 01:04:24.830 --> 01:04:36.109 luciarabellodecastro: the the southern perspective that was in the slide, and it It is an an important 411 01:04:36.440 --> 01:04:43.939 luciarabellodecastro: aspect of the course, because the scholars that make part of the staff. 412 01:04:44.140 --> 01:04:53.830 luciarabellodecastro: They are very much imbued with the idea and the perspective, the epistemological perspective 413 01:04:53.990 --> 01:04:55.949 luciarabellodecastro: of 414 01:04:56.380 --> 01:05:06.750 luciarabellodecastro: perhaps. Producing knowledge. From A southern point of view. 415 01:05:07.150 --> 01:05:10.749 luciarabellodecastro: because 416 01:05:10.770 --> 01:05:30.360 luciarabellodecastro: When you were a sal when you were a Southern scholar, you very much consume theories, methodologies, concepts that are produced in the North. This has been the case for for such a long time. 417 01:05:30.590 --> 01:05:36.410 luciarabellodecastro: And From a sort of the colonial perspective. 418 01:05:36.430 --> 01:05:41.129 luciarabellodecastro: We are aiming, perhaps of 419 01:05:41.270 --> 01:05:52.510 luciarabellodecastro: problematizing, or have, or having at least a sort of problem problematic outlook on the theory that 420 01:05:52.640 --> 01:05:54.199 luciarabellodecastro: we are using. 421 01:05:54.260 --> 01:06:05.670 luciarabellodecastro: So in this sense. I think that The contribution of 422 01:06:05.730 --> 01:06:08.529 luciarabellodecastro: indigenous 423 01:06:08.960 --> 01:06:19.190 luciarabellodecastro: Indigenous knowledge is is very much the case, and although we have a discipline 424 01:06:19.380 --> 01:06:25.070 luciarabellodecastro: that a discipline, of course. That is, for instance. 425 01:06:25.340 --> 01:06:27.369 luciarabellodecastro: race and 426 01:06:27.480 --> 01:06:36.019 luciarabellodecastro: ethnicity in childhood, childhood, and new studies. The perspective of being 427 01:06:36.070 --> 01:06:41.179 luciarabellodecastro: inspired by a the colonial standpoint 428 01:06:41.200 --> 01:06:44.659 luciarabellodecastro: makes us aware that 429 01:06:44.700 --> 01:06:45.750 luciarabellodecastro: oh. 430 01:06:45.790 --> 01:06:55.429 luciarabellodecastro: theories that we use and the theories that we transmit must always be sort of compared 431 01:06:55.470 --> 01:06:58.110 luciarabellodecastro: With 432 01:06:58.380 --> 01:07:12.169 luciarabellodecastro: What we call popular knowledge, or Indigenous knowledge is so. This perspective should sort of be transversal 433 01:07:12.210 --> 01:07:18.849 luciarabellodecastro: to all the the the courses that are programmed in our syllables. 434 01:07:20.470 --> 01:07:22.960 luciarabellodecastro: I hope I have answered your question. 435 01:07:23.800 --> 01:07:24.810 Thank you. 436 01:07:25.330 --> 01:07:31.259 Okay, she says. Thanks. 437 01:07:31.850 --> 01:07:39.779 you are right. in Mexico. But in Latin America. 438 01:07:39.810 --> 01:07:42.630 and the problem is 439 01:07:43.270 --> 01:07:58.219 where the people don't. It? Can difference established the difference between work and activity. We prepare with the child for the future. 440 01:07:58.250 --> 01:08:11.010 And this is a problem the most of people have work working in a prohibitive label or activities. 441 01:08:11.640 --> 01:08:15.190 especially the the the 442 01:08:15.370 --> 01:08:17.490 youngest children. 443 01:08:18.270 --> 01:08:19.460 And 444 01:08:20.230 --> 01:08:21.920 for that I 445 01:08:22.670 --> 01:08:30.680 name the presentation, poverty, education, and culture. because the 3 elements 446 01:08:31.240 --> 01:08:35.429 permit me to explain the situation of of the 447 01:08:35.540 --> 01:08:43.679 in Mexico and the most of adult thing, the 448 01:08:44.110 --> 01:08:46.060 the work is. 449 01:08:46.280 --> 01:08:49.629 or activity to prepare 450 01:08:49.670 --> 01:08:51.710 the children for the future. 451 01:08:52.280 --> 01:08:53.980 Yeah. 452 01:08:55.530 --> 01:08:56.450 thank you. 453 01:09:01.100 --> 01:09:02.800 Me. 454 01:09:06.550 --> 01:09:16.479 Hello! thank you, for to all the speakers my name is Sue Nichols. I'm from the University of South Australia. 455 01:09:16.520 --> 01:09:23.100 I'm particularly interested in interdisciplinarity, and I think any of the speakers can also respond to this. 456 01:09:23.650 --> 01:09:36.729 which is something that I have pursued for a long time now for some decades. Now. What it, what it makes me consider is the dispositions, the orientations 457 01:09:36.730 --> 01:09:55.129 that scholars and students may need to acquire, to, to become able to participate in interdisciplinary collaborations from my experience. This disposition includes openness 458 01:09:55.210 --> 01:10:10.039 and openness. requires one to be willing to release or detach one selves from things that we are very attached to in terms of our assumptions. 459 01:10:10.150 --> 01:10:20.809 So I'm just wondering whether Lucy, or or any of the other speakers. would like to speak on this subject of the orientation 460 01:10:20.840 --> 01:10:29.990 or disposition towards interdisciplinarity for our field of childhood studies, because I think it is very important to all of us going forward. Thank you. 461 01:10:34.950 --> 01:10:37.930 You see her. You can answer, or any one. 462 01:10:38.740 --> 01:10:42.689 luciarabellodecastro: thank you, Sue Nichols. 463 01:10:42.770 --> 01:10:44.020 luciarabellodecastro: for the 464 01:10:44.380 --> 01:10:46.810 very interesting question. 465 01:10:47.170 --> 01:10:50.840 luciarabellodecastro: I'll I'll answer this question 466 01:10:50.860 --> 01:10:53.260 in a very sort of 467 01:10:53.500 --> 01:10:57.980 luciarabellodecastro: effective mood as well. because, 468 01:10:58.010 --> 01:11:10.279 luciarabellodecastro: you. You were referring to the subjective disposition of openness. But I feel that. 469 01:11:10.630 --> 01:11:14.460 luciarabellodecastro: For instance, the experience with 470 01:11:14.480 --> 01:11:18.160 luciarabellodecastro: the colleagues that take part of this group. 471 01:11:18.330 --> 01:11:23.700 luciarabellodecastro: even if they are subjectively open. 472 01:11:23.760 --> 01:11:35.509 luciarabellodecastro: Sometimes the the actual sort of realization of interdisciplinarity 473 01:11:35.840 --> 01:11:38.400 luciarabellodecastro: is yet 474 01:11:38.410 --> 01:11:45.119 luciarabellodecastro: difficult, so I wouldn't think that only by 475 01:11:45.150 --> 01:11:54.300 luciarabellodecastro: wishing to be open and trying to be open, we can really achieve. 476 01:11:54.430 --> 01:12:09.140 luciarabellodecastro: Oh. interdisciplinarity! For instance, I'll give you an example that we have been trying this group of 22 scholars at my university. 477 01:12:09.330 --> 01:12:12.880 luciarabellodecastro: We have been trying for 3 years now. 478 01:12:13.720 --> 01:12:18.839 luciarabellodecastro: exercises of interdisciplinarity. 479 01:12:19.140 --> 01:12:23.669 luciarabellodecastro: And what does this mean? We have run 480 01:12:23.690 --> 01:12:26.889 luciarabellodecastro: Webinars, we have 481 01:12:27.410 --> 01:12:36.070 luciarabellodecastro: edited collections. We have organized events 482 01:12:36.450 --> 01:12:38.980 luciarabellodecastro: trying to 483 01:12:39.760 --> 01:12:46.469 luciarabellodecastro: speak and to work in an interdisciplinary way 484 01:12:47.030 --> 01:12:50.310 luciarabellodecastro: sometimes. 485 01:12:50.580 --> 01:12:51.520 luciarabellodecastro: and 486 01:12:51.870 --> 01:13:02.670 luciarabellodecastro: reflecting on this. the the narratives have been, sometimes it is so successful. Sometimes it isn't 487 01:13:03.000 --> 01:13:07.940 luciarabellodecastro: sometimes it's very difficult, because 488 01:13:08.030 --> 01:13:12.080 luciarabellodecastro: certain disciplinary areas are very 489 01:13:12.450 --> 01:13:15.530 luciarabellodecastro: in a way very bounded. 490 01:13:15.560 --> 01:13:24.410 luciarabellodecastro: And this exercise, even with the exercise, and with openness 491 01:13:24.580 --> 01:13:29.719 luciarabellodecastro: that I feel that exists is still difficult. 492 01:13:29.740 --> 01:13:37.279 luciarabellodecastro: The communication doesn't flow, and the, for instance, the writing 493 01:13:37.400 --> 01:13:48.710 luciarabellodecastro: of a paper. when you have, for instance, 2 very different views sometimes can be very painstaking. So 494 01:13:48.940 --> 01:13:51.220 luciarabellodecastro: actually 495 01:13:51.470 --> 01:13:55.179 luciarabellodecastro: perhaps some 496 01:13:55.570 --> 01:13:58.659 luciarabellodecastro: We have a long way to go. But 497 01:13:58.780 --> 01:14:04.640 luciarabellodecastro: that's the the sort of testimony that I can give you. 498 01:14:06.410 --> 01:14:08.809 luciarabellodecastro: Perhaps my friends who are here 499 01:14:10.200 --> 01:14:14.700 would like to add something. Thanks. 500 01:14:14.990 --> 01:14:25.490 Oh, yeah. Is it for me. It's just the I I I was I I listened carefully to your presentation. That's the Lucy 501 01:14:25.520 --> 01:14:46.349 I've seen from my experience from the social sciences, bits, sociology, psychology, and these are the thisprints of fields and under the social sciences, when it comes to curriculum development. 502 01:14:46.450 --> 01:14:51.040 I've seen their growth programs that are at based 503 01:14:51.050 --> 01:14:53.669 science and applied. 504 01:14:54.190 --> 01:15:05.799 So maybe my question is, for a program that is interdisciplinary, and on whether it's it's an applied. 505 01:15:06.030 --> 01:15:09.710 or arts based, or science based. 506 01:15:09.830 --> 01:15:21.969 I say, applied in the sense that because we are talking about a program that is focusing on children and youth, and they children and the youth. 507 01:15:22.440 --> 01:15:38.120 you know, face different problems and issues affecting them are different. And it's good that you are focusing on interdisciplinary. But my question is basically about whether it's at best 508 01:15:38.340 --> 01:15:44.709 science or an applied program applied in the sense that we are even the 509 01:15:45.010 --> 01:15:50.379 they square the the teaching stuff or the yeah above 510 01:15:50.390 --> 01:16:09.259 a practical experience made before. If you're talking about nurses, those who are, maybe they've worked for a number of period. If you're talking about social acres. Maybe it would be participate or child protection officers, or those who have worked with children in this, maybe in different 511 01:16:09.260 --> 01:16:21.060 a field within the child studies, or with the youth there. Yeah, so applied. And then you also gives room, maybe, for students to go and do a 512 01:16:21.190 --> 01:16:28.069 internship or some field work for maybe a number of months, so that they can't have the 513 01:16:28.210 --> 01:16:38.679 hands on training, and they have the practical experience in terms of understanding issues of, you know, relating to children and and the youth. 514 01:16:38.950 --> 01:17:05.750 Yeah. So because I've seen some curriculum that just to theoretical the practicality in terms of what a students would expect once they graduate. I think they like that element, and we'd find some of them would be abstract in this, in the sense that it becomes difficult for students, once they leave university to go and fit in the different. You know, organizations could be beat. Government. 515 01:17:05.750 --> 01:17:11.309 a nonprofit organization, or the private sector, yeah, where those children or the youth would be. 516 01:17:11.440 --> 01:17:17.340 the programs would be implemented. Thank you. I hope you go to what I said. 517 01:17:17.680 --> 01:17:18.430 yeah. 518 01:17:23.490 --> 01:17:26.309 this year. Do you want to comment, or 519 01:17:27.520 --> 01:17:31.049 or anyone can? 520 01:17:32.320 --> 01:17:37.800 I think, if I look at it from from where I come from, increasingly 521 01:17:37.850 --> 01:17:47.540 some disciplines to work, integrated learning, and at my institution. Now we've been pushed towards 522 01:17:47.680 --> 01:17:52.180 in our curriculum development. Look at community engagement. 523 01:17:52.390 --> 01:17:58.790 So you know, not just teaching, like you say, the theoretical and abstract. 524 01:17:58.830 --> 01:18:04.310 and even in the assessments that we set for the different modules. 525 01:18:04.370 --> 01:18:25.790 is it problem-solving related? Are people aware of the context they come from, and whether the information we teach them, whether it's around. You know, childhood, youth, social change, sustainable development, how they implement it. But now we also been pushed to recurriculate, to look at 526 01:18:26.010 --> 01:18:51.720 taking them into the communities, or if they love most of them in the communities that are poverty and yeah, income inequality. To then how can they? Problems solve in their own communities? What's more projects? So at least in my context, there's a push from our government in a higher education 527 01:18:51.720 --> 01:19:13.859 to think about that. But it is a slow process. So I'm not to show how other yeah institutions and countries may be experiencing that before I take any questions from the floor, we also have online participants. I'm not sure if any one of you want to ask questions to any of the speakers. 528 01:19:15.450 --> 01:19:25.360 I see we have, Christina. And is it? Be a sorry? That's the names I see coming up? If not, you're fine. 529 01:19:25.390 --> 01:19:30.130 Any other questions that colleagues want to ask or 530 01:19:34.350 --> 01:19:37.220 sorry, Elusia, you can go ahead. 531 01:19:37.370 --> 01:19:43.590 luciarabellodecastro: I would like to ask a question to Patrick Chanda. 532 01:19:43.870 --> 01:19:50.710 luciarabellodecastro: I would like if you could comment 533 01:19:50.860 --> 01:19:52.520 luciarabellodecastro: and 534 01:19:52.610 --> 01:19:55.949 luciarabellodecastro: perhaps talk a little bit more 535 01:19:56.250 --> 01:19:57.720 luciarabellodecastro: about 536 01:19:57.940 --> 01:20:05.790 luciarabellodecastro: how you you you you've taken 27 countries. So it's a large. 537 01:20:05.940 --> 01:20:07.990 luciarabellodecastro: a sort of 538 01:20:08.330 --> 01:20:18.570 luciarabellodecastro: sample, of cultural differences and diversity! 539 01:20:18.890 --> 01:20:21.940 luciarabellodecastro: So I was thinking 540 01:20:22.440 --> 01:20:29.529 luciarabellodecastro: how you managed your concept of subjective well-being. 541 01:20:30.050 --> 01:20:42.550 luciarabellodecastro: If it was a sort of literature definition that you you used for all the 27 countries? 542 01:20:42.830 --> 01:20:47.139 luciarabellodecastro: Or was it more a sort of native concept. 543 01:20:47.220 --> 01:20:52.860 luciarabellodecastro: and how how it was up rationalized in 544 01:20:53.060 --> 01:20:58.080 luciarabellodecastro: in your research, considering that you had so many countries 545 01:20:58.290 --> 01:21:04.879 luciarabellodecastro: in your data. So if you could to talk a little bit more about 546 01:21:05.120 --> 01:21:16.210 luciarabellodecastro: this concept, which is a I. I think it's a very sensitive to cultural norms and values and expectations. 547 01:21:18.360 --> 01:21:22.410 Ok, thank you very much. 548 01:21:22.540 --> 01:21:34.070 Like you've mentioned. There, there are different definitions and skills that scholars have used when it comes to 549 01:21:34.320 --> 01:21:51.750 the subjective will be Especially when you are dealing with adolescence or children. So for the general subjective. Well, being scholars have used, focused on life, satisfaction, positive, affect, and negative effect. 550 01:21:51.860 --> 01:22:00.590 Unfold the datasets that I am using the Hbs 551 01:22:00.920 --> 01:22:11.249 service are conducted every after 4 years in Europe, and the the data are stood by the University of Beagen, that is in in no way 552 01:22:11.500 --> 01:22:15.269 so in the the India 553 01:22:15.470 --> 01:22:20.919 instrument. they are clearly defined in terms of how they each country 554 01:22:20.970 --> 01:22:31.300 should do. For instance, some pre it come when it comes to some point they have clearly outraged the standards, the procedures. 555 01:22:31.710 --> 01:22:38.960 and then they have also clearly defined the age group. for the, for the advertisements. 556 01:22:39.080 --> 01:22:43.929 and then they are also in their instrument 557 01:22:44.350 --> 01:22:55.170 and the protocols they have all created provided definitions that have taken into consideration the the political, their culture. 558 01:22:55.600 --> 01:22:58.199 social, and economic contexts. 559 01:22:58.370 --> 01:23:08.809 Yeah, so they have. They have provided some skills for the for life satisfaction. So I didn't focus on the 560 01:23:09.070 --> 01:23:16.950 a general subjective way of being of of children. But I focus on life satisfaction because they are 561 01:23:17.580 --> 01:23:34.880 aspects of subjective well, being of the children were not clear for me, because I didn't have time to go through all the other skills. But we are not included in the in the dataset. So in the deposit the life satisfaction has its care. 562 01:23:34.900 --> 01:23:37.910 and what they are using is one to 10 563 01:23:37.970 --> 01:23:42.800 where they from 0, it defines the rest, and then 564 01:23:42.920 --> 01:23:45.189 to take it the best. 565 01:23:45.210 --> 01:23:58.470 So they are using one to 10 their scale. So they arrive, such factions clearly defined, and takatas for all the countries that in which they, the research, is conducted. So that's what I add to the 566 01:23:58.770 --> 01:24:02.509 the other dimensions of the subjective work being because 567 01:24:02.820 --> 01:24:22.470 the scares that were used were not clear in, in, in, in the, in the data set, but for life satisfaction. It's clear, because I've also looked at the other, the other service that are conducted in. They are also using the similar scale that the Hbsc. As a as I have been using. 568 01:24:23.530 --> 01:24:47.719 So, of course, like you have mentioned, there are challenges when it comes to the measures of the different concepts, and how different service is defined. So from one survey to another, you find that the skills may be the others that may have even less than 10, a less than 10, but mostly in the 569 01:24:48.010 --> 01:24:53.339 in the Hbs. They are using just the standard for all the countries. 570 01:24:53.740 --> 01:24:54.520 Yeah. 571 01:24:56.340 --> 01:24:57.340 luciarabellodecastro: thank you. 572 01:24:57.560 --> 01:24:58.530 You're welcome. 573 01:25:02.790 --> 01:25:27.660 If there are no other questions. I just want to say thank you to everyone that has attended for the questions that you've asked, and I hope that you will be able to continue some of the conversations when you bump into the speakers. Thank you very much, for I think enlightening presentations, giving us something to think about. 574 01:25:27.660 --> 01:25:45.670 and thank you for the hard work and commitment that you have put towards looking at these issues, and the care that you've taken in terms of your analysis, and also trying to bring in humanizing aspects looking at culture. So thank you very much, and thank you to all of you for attending. 575 01:25:46.070 --> 01:25:47.790 Thank you, Lucy.