WEBVTT

1
00:00:00.001 --> 00:00:17.279
Rosalina Pisco Costa - Univ. de Évora, PT: So Hello, my name is Josalina Costa. I will be moderating this session. entitled New Tales of the Golden Family. He actors, narratives, and Contestation across resurgence.

2
00:00:17.470 --> 00:00:23.689
Rosalina Pisco Costa - Univ. de Évora, PT: According to the guidelines. I would like to read the acknowledgment of country

3
00:00:24.030 --> 00:00:27.379
Rosalina Pisco Costa - Univ. de Évora, PT: on behalf on behalf of everyone gathering.

4
00:00:27.590 --> 00:00:32.290
Rosalina Pisco Costa - Univ. de Évora, PT: I pay respect to this period of country here, in

5
00:00:32.530 --> 00:00:39.399
Rosalina Pisco Costa - Univ. de Évora, PT: where we are meeting. Even through zoom I acknowledged the past and present cooling nation

6
00:00:39.530 --> 00:01:03.869
Rosalina Pisco Costa - Univ. de Évora, PT: as the sovereign people. Here the cultural knowledge holders who maintain and promote the learn of original law, customs, and custodianship, responsibilities for country and the people. That country continues to sustain generation after generation into the future. For all of us

7
00:01:04.320 --> 00:01:15.170
Rosalina Pisco Costa - Univ. de Évora, PT: I recognize the important contribution that first nation thinkers have made the sociology, including challenges to our dominant ways of thinking.

8
00:01:15.330 --> 00:01:22.630
Rosalina Pisco Costa - Univ. de Évora, PT: We thank all first nations delegates in the room today for their contribution to knowledge in the discipline.

9
00:01:23.790 --> 00:01:31.019
Rosalina Pisco Costa - Univ. de Évora, PT: I also, according to the guidelines of the Conference, I also invite you all to be connected.

10
00:01:31.220 --> 00:01:46.340
Rosalina Pisco Costa - Univ. de Évora, PT: to follow share and tech on social media, Twitter, Instagram, Facebook, etc. Thank you all. both people in zoom and maybe in the room.

11
00:01:46.660 --> 00:01:51.079
Rosalina Pisco Costa - Univ. de Évora, PT: We are going to have 3 oral presentation

12
00:01:51.240 --> 00:01:53.900
Rosalina Pisco Costa - Univ. de Évora, PT: and also a distributed paper.

13
00:01:54.440 --> 00:02:01.170
Rosalina Pisco Costa - Univ. de Évora, PT: Let's start with the first presentation by. So I'm going to

14
00:02:01.600 --> 00:02:08.080
Rosalina Pisco Costa - Univ. de Évora, PT: due to the technical problems. I'm going to share my own screen. Please save me when you want me to move on.

15
00:02:12.710 --> 00:02:14.980
Esther Serok: Open your mic. Sheila.

16
00:02:15.590 --> 00:02:16.560
Esther Serok: Sheila.

17
00:02:17.990 --> 00:02:21.509
Sheyla Moroni: Yes, thank you. Thank you for

18
00:02:21.770 --> 00:02:25.050
Rosalina Pisco Costa - Univ. de Évora, PT: good. Thank you. It's okay. Thank you.

19
00:02:25.410 --> 00:02:36.320
Sheyla Moroni: Thank you. my presentation will be short and quickly. And first of all, good afternoon, and thank you.

20
00:02:36.520 --> 00:03:04.800
Sheyla Moroni: all of you. I apologize in advance for my full, full quality of my English, and they would like to mention that this paper was prepared within the she interdisciplinary work concluded between sociologist and historians. modern family through the eyes of Georgia, Meloni, and those of Francis and Li. As to to entry.

21
00:03:05.090 --> 00:03:07.429
Sheyla Moroni: they, if you can.

22
00:03:08.450 --> 00:03:24.350
Sheyla Moroni: theyim of the research to understand how and whether the melonic environment's policies and ideas on the family converge or diverge with that of burglary's policy.

23
00:03:24.490 --> 00:03:38.600
Sheyla Moroni: Judge of Meloni is the Premier of Italy since 25 September 2,022, and the leader of the right to right wing party fertile Italia Brothers to Italy.

24
00:03:38.650 --> 00:03:53.209
Sheyla Moroni: and it's founding in December 2,012, and so our our analysis would not exclude the along the Pre. 2,022 period of analysis.

25
00:03:53.320 --> 00:04:13.989
Sheyla Moroni: Melanie as also always said, she's inspired by poker, John for the second, and not by Francis Pope Francis, even during the

26
00:04:19.680 --> 00:04:20.520
Rosalina Pisco Costa - Univ. de Évora, PT: again.

27
00:04:20.700 --> 00:04:27.540
Sheyla Moroni: okay, sorry in this slide, for you can see the sources we use

28
00:04:27.540 --> 00:04:50.739
Sheyla Moroni: forty-fourograms, electoral programs the Georgia Mel, one is profile on Facebook, Twitter and so very used in our to, you know, to bi biography. Sorry, and that is complicated in 2,021,

29
00:04:50.840 --> 00:05:02.359
Sheyla Moroni: and the other sources, and most of all the main family policies and slide the 5

30
00:05:02.910 --> 00:05:11.699
Sheyla Moroni: in this book. you, you, son of Georgia, called, is on a Georgia Melanie states that

31
00:05:11.730 --> 00:05:22.649
Sheyla Moroni: my quote, that my hope is John, for the second people who remained in office between a 1,978, and

32
00:05:22.830 --> 00:05:25.670
Sheyla Moroni: to 2,005.

33
00:05:26.020 --> 00:05:32.199
Sheyla Moroni: And this poker is called the

34
00:05:32.600 --> 00:05:42.929
Sheyla Moroni: a patriot Co. Hope and is appreciate and appreciate it for assistance about the the issue of immigration

35
00:05:43.050 --> 00:05:44.720
Sheyla Moroni: slide 6.

36
00:05:45.800 --> 00:05:57.359
Sheyla Moroni: in fraternity, Italia selection of program. It is constantly repeated that the the family is the founding community of society, a second good

37
00:05:57.360 --> 00:06:17.070
Sheyla Moroni: to be protected, not not an outdated institution to be torn down, incentives incentives should be introduced for young couples who want to have the children if they have precarious work, position, and the financial

38
00:06:17.070 --> 00:06:26.669
Sheyla Moroni: Hmm and financial position. The following, are playing the communication and medical information campaigns

39
00:06:26.700 --> 00:06:31.749
Sheyla Moroni: on the subject of fertility and natality.

40
00:06:31.890 --> 00:06:34.310
Sheyla Moroni: It's like the 7

41
00:06:35.110 --> 00:06:55.729
Sheyla Moroni: The government is strongly opposed to rainbow families and formal registration of children of the same sex couples Al far right, brothers, so Italy party is a part of a coalition that has made the reducing immigration a key part of their agenda

42
00:06:55.950 --> 00:07:08.430
Sheyla Moroni: about the family. Memory quotes that jump all the second another time, and who said that men's primary right is to leave the in our country

43
00:07:08.670 --> 00:07:10.569
Sheyla Moroni: slide the 8.

44
00:07:11.240 --> 00:07:37.430
Sheyla Moroni: There is a fundamental con convergence on the values of the folk and the Prime Minister, which can summarize the as like us give the meaning back to the choice of that, to the choice of having a child. Let us make the it desirable. Slide 9.

45
00:07:42.120 --> 00:08:08.690
Sheyla Moroni: Slide 9. Thank you very much for your passions. 5, 9, Francis, as an obviously give us different approach from the Government. Yes, in favor of welcoming migrants and their families, and the Catholic Church are being open to algebra to plus individuals, because homosexuality is a scene, but not a crime.

46
00:08:09.240 --> 00:08:33.580
Sheyla Moroni: In this slide. The 1011, 12 You can see the Pope and Jonah Meloni who met in 2 occasion a private meeting reserved for the family of the Premier, and Melanie is not married, and had a daughter by a journalist called the Andreajam Brono.

47
00:08:33.610 --> 00:08:37.779
Sheyla Moroni: who work for a

48
00:08:38.070 --> 00:08:50.480
Sheyla Moroni: and and the Jojo Meloni and Pope Francis. be together.

49
00:08:50.500 --> 00:09:03.960
Sheyla Moroni: was work together. at the States General of Court. They agreed on many issues, but we are always divided on one coming migrant family.

50
00:09:04.180 --> 00:09:07.159
Sheyla Moroni: It's like the 13 or 14 now.

51
00:09:08.420 --> 00:09:09.510
Sheyla Moroni: A

52
00:09:09.670 --> 00:09:27.870
Sheyla Moroni: a few days after the meeting another father Fatal accident occurred. on a large on a B B Barka barge overloaded with migrants trying to reach Italy, and move to the Ua

53
00:09:27.990 --> 00:09:29.909
Sheyla Moroni: we we

54
00:09:30.010 --> 00:09:39.600
Sheyla Moroni: among the victims were very many children in Columbia. More than a 500

55
00:09:39.730 --> 00:09:41.440
Sheyla Moroni: people died.

56
00:09:41.740 --> 00:09:53.849
Sheyla Moroni: as mentioned on immigration franchise by Meloni, are opposite sides, and so, in addition to to restrain the right to a zoom melon in stigmatize

57
00:09:53.930 --> 00:10:04.899
Sheyla Moroni: the survival, and the families of the dead and the survivors of all. Was it because they elect

58
00:10:05.000 --> 00:10:26.959
Sheyla Moroni: from their country on slide the 15 and 16 now about the Bolsheon Melanie's idea are in line with the those of the Church. The government is trying to reduce the the public spaces, so where motion can be performed, that

59
00:10:27.020 --> 00:10:38.480
Sheyla Moroni: Francis, however, unlike his processor, says that the scene of abortion is a very serious, but can be forgiven by the church

60
00:10:38.540 --> 00:10:55.320
Sheyla Moroni: conclusion. It's very quick, in short. So my English, it's it's that conclusion, Georgia Meloni, at least more with John John John Paul the second, than with Pope Francis

61
00:10:55.320 --> 00:11:10.939
Sheyla Moroni: coca-jo on For the second, it's called the the most important diligence concer the reception of the reception of migrants to families, and and in my loan ideas the national must manage

62
00:11:10.940 --> 00:11:34.230
Sheyla Moroni: to remain as homogeneous as possible, and therefore less as an ethnically open This is a quote because one of her ministry told I told the us these this to immigration.

63
00:11:34.560 --> 00:11:45.560
Sheyla Moroni: to so the immigration the view of immigration, the focus of the on immigration is different.

64
00:11:46.230 --> 00:11:50.860
Sheyla Moroni: that as in the world

65
00:11:51.220 --> 00:12:09.690
Sheyla Moroni: convergence on gender and emotion. So. So between the government and Church, about the Pope, Francis Re. Accept the all sinners and individuals. No sense, no same sex, marriage, and not abortion.

66
00:12:10.250 --> 00:12:17.900
Sheyla Moroni: Top. Sorry for my English. It's a bad day. Sorry, and thank you so much.

67
00:12:25.600 --> 00:12:27.130
Rosalina Pisco Costa - Univ. de Évora, PT: Thank you very much.

68
00:12:28.040 --> 00:12:37.779
Rosalina Pisco Costa - Univ. de Évora, PT: Sheila, for your presentation. Please save the questions for the end of the session we'll move on to is the presentation.

69
00:12:37.850 --> 00:12:42.819
Rosalina Pisco Costa - Univ. de Évora, PT:  please, is there? You can share your screen.

70
00:12:44.670 --> 00:12:46.039
Esther Serok: Can you see it?

71
00:12:46.150 --> 00:12:48.460
Rosalina Pisco Costa - Univ. de Évora, PT: Yes, perfectly. Thank you very much.

72
00:12:49.010 --> 00:12:52.900
Esther Serok:  no, but it's not moving.

73
00:12:53.490 --> 00:12:54.180
Huh?

74
00:12:54.640 --> 00:12:59.980
Esther Serok: Okay. good afternoon, everyone. Well, good morning. Wherever you are.

75
00:13:00.820 --> 00:13:22.849
Esther Serok: My name is Esther, Dr. Esther, and I am from Jerusalem, near Jerusalem, in Israel. I really plan to come to Melbourne, but it didn't work out. And I want to present today a theory about the family as educator. It's a special approach and how it related and behaved during the COVID-19

76
00:13:22.850 --> 00:13:39.460
Esther Serok: the families educator approach is dedicated to improving the education of children and authority of adults, to a better understanding of the intelligence found in families, in all composition and background. That's enhancing students scholastic achievement.

77
00:13:39.490 --> 00:14:07.399
Esther Serok: I'm based on the hope license theory. The family is educator which portrays the family as the child's prime educator within the within which the child practices all fundamental, social, emotional, and behavioral pattern. It means that the families, the basic educator before their child gets into a school, and the family teaches language and time and space and other qualities of life.

78
00:14:07.860 --> 00:14:30.709
Esther Serok: it's focused on sociological and educational impact of global cultural diversity, on the authority of families as educators. The crucial need for educational system is to incorporate families and their diverse cultures into the child's educational process, thus helping families to cope with the recent pandemic entanglement.

79
00:14:30.850 --> 00:14:39.039
Esther Serok: and the need for coordination between the family and the and the educational system is essential for the child's academic success.

80
00:14:39.200 --> 00:15:05.359
Esther Serok: It has been proved over many years. 20 years that I've been doing research on different schools. We know that the collaboration is is very important. The model present methods to work with. culturally diverse families, empowering families to regain their role as educator. We're training educators to cooperate with various types of families and different conscious.

81
00:15:06.300 --> 00:15:28.539
Esther Serok: Unfortunately. none of the schools are educating and training teachers to work with adults and with families. They are trained to work with children. So they have problem working with adults. And we develop curricula using families cultures to encourage cultural diversity, tolerance, authority and pluralism.

82
00:15:32.690 --> 00:15:55.700
Esther Serok: The research method that I use was qualitative research. Action research, used for data. Analysis and observations led to evaluation of the school approach to families. I use probes. A probe is an anthropological shortcut method for data collection from families on their culture and performance. As their children. Educators.

83
00:15:55.700 --> 00:16:15.189
Esther Serok: probes are used also to encourage parental involvement in education we use a probes. An example is family narratives, and in very popular in the family values, the families teaching, naming processes, family artifacts, food rituals. All this information can come to the school.

84
00:16:15.190 --> 00:16:27.850
Esther Serok: The tools that I use was qualitative research method, observation during programs in schools, written reports, interview with teachers, students and with families. use of probes in the interviews.

85
00:16:28.320 --> 00:16:44.660
Esther Serok: the presentation will discuss. The world changes the globalization and the challenges our unequal society is facing, especially the role of families as educators lately relating to the impact of virtual distance learning during COVID-19.

86
00:16:44.760 --> 00:17:04.010
Esther Serok: But I will do it from a very special and different perspective, the family, in its crucial capacity as an educator and a source of authority, strength, empowerment, and fight inequality or otherwise. If the family is not strong enough, it becomes a source of the child inequality.

87
00:17:04.240 --> 00:17:18.810
Esther Serok: We have, compared families who have compared to families who don't have during the covid the study presented field work and finding of qualitative research involving educational settings and their interaction with the students, families.

88
00:17:18.960 --> 00:17:32.749
Esther Serok: cultural gaps, the COVID-19 pandemic change all the game rules, and we all face a new reality that we have not experienced ever before. Like our conference, the virtual conference we're going through today.

89
00:17:32.750 --> 00:17:55.880
Esther Serok: the pandemic, magnified multiple social interactions increase social differences, economic gap and inequality, weakening family authority and increased cases of emotional stress, loneliness, depression as a result of social dis distancing Domestic violence, increased use of all kinds of drugs. Use of alcohol

90
00:17:55.880 --> 00:18:03.580
Esther Serok: consuming porno, violent movies, violent behavior everywhere at home and and outside

91
00:18:03.630 --> 00:18:16.329
Esther Serok: all these dysfunctional reactions were identified specially among young students and adolescents. The Israeli Ministry of Education conducted several focused studies during the last few years.

92
00:18:16.350 --> 00:18:36.310
Esther Serok: with the pandemic, and they claim that not only under privilege families were affected by the pandemic. Some of the observed groups were a middle class, educated and affluent families, many of them also showing growing symptoms of eating disorders, dramatic increase in drunk, consuming

93
00:18:36.310 --> 00:18:56.659
Esther Serok: high level of alcohol, drinking sex and gender activities. Now we know the cell phones are the main device. Use most of the time either for distance, learning, or using social media games or porno. We know, that the age 9, they start to watch Porno movies. Which is, it is horrible.

94
00:18:56.740 --> 00:19:12.100
Esther Serok: an example of a mother getting into an isolation room with the girl, you all messy room, and she says, Mom, you don't understand. And she said, I have been 18. You haven't been 48, I do understand. But there are a lot of conflict in the families.

95
00:19:12.180 --> 00:19:25.709
Esther Serok: observation in Israel during COVID-19. Pandemic among children at risk showed teenager experience. Lockdowns at home away from their peers, creating dangerous level of loneliness and depression.

96
00:19:25.710 --> 00:19:46.019
Esther Serok: Economic gaps through much wider finding related to the availability of computers at home, number of cell phones, laptops or tablets became a source of growing entanglement of inequality among families. Not everyone has enough computers, not everyone has enough space families with more than 2 or 3 children

97
00:19:46.020 --> 00:19:56.290
Esther Serok: are facing serious challenges, not being able to provide multiple devices for all the children to be engaged in distance, learning at the same time

98
00:19:56.420 --> 00:20:13.469
Esther Serok: and for ability to provide strong and solid Internet connection depends on high cost. Children of low-income families are left behind if unable to join distance. Learning that's affecting the families of authority. They're angry at the parents. Why, they don't have Internet.

99
00:20:13.470 --> 00:20:29.829
Esther Serok: I will skip. There was a a a great study of the Ocd. Showing that if families read to their children from age 0 Their their achievements at the piece of exams are much higher, but No time to get into it.

100
00:20:29.830 --> 00:20:53.229
Esther Serok: sorry Families who have could afford hiring tutors to help their children catching up with challenging subjects that we're unable to master through the distance. Learning mad science us for for Israel it's English while it increase low income families cannot afford tutoring. So the kid the kids are left behind.

101
00:20:53.230 --> 00:21:10.179
Esther Serok: they cannot catch up with with the with all the studies families who have, if more educated, could help their children at home preparing homework help understand? Some of the topics started zoom science in the met, while children at risk cannot rely

102
00:21:10.210 --> 00:21:17.950
Esther Serok: in most cases on academic help from their families. In school they get help from the teachers, but at home they couldn't get any help.

103
00:21:18.170 --> 00:21:35.480
Esther Serok: and families who have could afford paying for extracurricular activities, music lesson sports, all right programs helping their children relieve the Anxiety Co. Caused by the ongoing isolation. So the gaps between different parts of the families is growing

104
00:21:36.010 --> 00:21:53.130
Esther Serok: families who don't have face unexpected technological difficulties while their children are engaged in distance, learning, suffering from lack of computers and access to Internet. Therefore, families. Governance is challenged, due to the lack of technological availability.

105
00:21:53.260 --> 00:22:06.729
Esther Serok: Families who don't have rely on schools and boarding school to provide all the extra curricular programs for their children. While schools were closed, the education and the Mental Health Gap was growing larger.

106
00:22:06.750 --> 00:22:15.549
Esther Serok: We observe various aspects where social and economic gaps are constantly growing, increasing social inequality

107
00:22:16.060 --> 00:22:25.500
Esther Serok: in Israel. 2021 families who don't have suffered frustration, identity, crisis, and a lot of them are getting poor

108
00:22:25.770 --> 00:22:41.039
Esther Serok: culture clashes, misunderstanding, anger, frustration among staff. Why, the parents cannot help, and and it it created a lot of frustration. Some of the studies show 558,000 poor kids.

109
00:22:41.300 --> 00:23:01.959
Esther Serok: new kids after the the the covid. Every third child is poor. More than 15% of the children have no economic and food security. They're going back to school help to secure feeding. 25% of the youngsters. Age of 25 to 35 are smoking and drinking. Much more.

110
00:23:01.960 --> 00:23:28.129
Esther Serok: 50 of families are getting social security and not sending those that are getting social security and not sending their children to kindergarten and and and there's an increase of 12 in those kids staying at home. 70% of the children do not have quiet learning space at home, and 75% of the children experience decrease in scholastic achievements, the emotional stress, it is much more severe.

111
00:23:29.210 --> 00:23:54.899
Esther Serok: So what are the opportunities for equality? teacher training? We did sessions introducing family as educator approach to teachers and trying to incorporate the families and reduce the tension we created. curriculum units that can can help the connection, and it has 3 components. One is enrichment material for the family, so they can understand what the child is learning at in the school.

112
00:23:55.200 --> 00:24:16.660
Esther Serok: Second is enrichment. Narratives from the families we collect the narratives and the culture of background of families, and integrated into the school curriculum. So it it helps them to feel much more a a part of the community, and then suggestions for family educational their activities while they are at home. So the family can run programs at home

113
00:24:16.660 --> 00:24:31.669
Esther Serok: curriculum units were accompanied by presentations of family narratives, values, and traditions related to the subject matter and by students and families from different cultural communities. It helped the integration, the cultural integration

114
00:24:31.750 --> 00:24:52.059
Esther Serok: we created steering committees with parents, teachers and students that were formed to plan and implement family programs. The family programs that we created were one attached to the subject matter, literature, Bible study, history, social studies in Israel. We don't have separation of state and religion. So we teach Bible

115
00:24:52.060 --> 00:25:02.160
Esther Serok: and and the religious holidays in the schools. So if they are part of the curriculum, the family culture is more authentic, as integrated into this school

116
00:25:02.160 --> 00:25:28.690
Esther Serok: teaching values and social action involvement. We involve the family social and informal events with family days. We have family set celebrations in the school and calendar and holidays. we we integrated food and artifacts and music and traditions into the celebrations and life cycle events. Burrit Barbut Mitzvah. That's a Right of passage weddings and death rituals

117
00:25:28.890 --> 00:25:41.080
Esther Serok: findings. The COVID-19 global pandemic created a new severe crisis. We're increasing the need for formal education as a vehicle to minimizing inequality and enable social mobility.

118
00:25:41.590 --> 00:26:03.259
Esther Serok: Israel's multicultural society indicates worldwide Jewish immigrants along with Muslims, Christians, and others. Many Jews were deported from and fleet from a threatening countries. War zones. we have now a lot of kids coming from the Ukraine and Russia. families are separated, and a lot of a lot of trouble because

119
00:26:03.290 --> 00:26:18.850
Esther Serok: the father is in the army. And all this anxiety is delivered to this school family that Risk encountered severe cases of weakening the family authority and causing entanglement of family governors resulting from the virtual learning studies.

120
00:26:18.950 --> 00:26:31.770
Esther Serok: finding, demonstrate an effective partnership between the family and the educational framework improves the learning process and contributes to the child development and the school Success

121
00:26:33.590 --> 00:26:35.270
Esther Serok: teachers reported.

122
00:26:35.680 --> 00:26:58.279
Esther Serok: There is a big change in the children's participation in class increased satisfaction level from their role as teachers. The teachers feel like the the parents are helping them, and the atmosphere is improving. Important in student achievements and learning atmosphere, promoting more equal chances for students. Children were more attentive, while family narratives were told in class

123
00:26:58.280 --> 00:27:07.339
Esther Serok: and improvement, in school, social climate and improvement in parents, teacher relationship. Before the program, the schools claim that most of the parents are not

124
00:27:07.340 --> 00:27:18.459
Esther Serok: participating enough. It's we're too busy. It's to I uninterested. They didn't want to come and participate. Some school reported increase of parental participation.

125
00:27:18.460 --> 00:27:43.439
Esther Serok: After 2, 3 years into the program the rate was 85 to 100 that families came because they wanted to tell their story. They were ready to join the Pta families indicated that inviting parents and grandparents to participate in school programs created meaningful encounters with their children discussing family narrative, and it created a and brought a lot of pride. It became a substantial.

126
00:27:43.440 --> 00:27:50.810
Esther Serok: the central source of pride for both children, parents, and grandparents to see them on stage telling their own story.

127
00:27:51.480 --> 00:28:12.699
Esther Serok: In the case of serious conflict between. That's one of the conclusion between home and education system. The home usually prevails, therefore, for schools to enhance school achievements, the family must be seen as a major partner in the educational process. Family participation in school programs significantly improve the child's self esteem and behavior.

128
00:28:12.700 --> 00:28:42.350
Esther Serok: It's strengthened. The cultural identity increases academic achievements and chances to exiting poverty, cycle enhancing significantly chances for stronger family governance and social equality. Educational settings need to create format through which education educators can listen to families, learn and discover what life took calls the multiple intelligence families have in raising their children. Even if they're not educated, they have their own intelligence. So we have to use it. 150.

129
00:28:42.660 --> 00:28:48.990
Esther Serok: Nature has its own logic. The COVID-19. Pandemic has some positive contributions to our world.

130
00:28:50.050 --> 00:28:59.079
Esther Serok: one. They need to use technology and Internet connection, force multiple populations to enter the digital era. And may technological jump

131
00:28:59.100 --> 00:29:28.770
Esther Serok: schools made also serious jump in teaching methods departing from only frontal teaching, using zoom distance, learning along with independence, learning. Zoom provided a new communication mode, worldwide conferences available to all without traveling costs. Look at us. Each one of us is sitting in a different country, and we can have an international conference. Grandparents enter the digital era as a method to communicate with grandchildren. During the social distancing

132
00:29:29.620 --> 00:29:54.979
Esther Serok: the pandemic fear and isolation created new advantages of mutual help within the community, and between communities young people help the older teenagers volunteer to teach the elderly how to enter the digital era, using computers and zoom cultural communities that never re a integrated we're helping because they leave one to each other. They help with food and with support.

133
00:29:54.980 --> 00:30:02.639
Esther Serok: The pandemic has no social boundaries, teaching and promoting solidarity and mutual responsibility.

134
00:30:02.660 --> 00:30:11.659
Esther Serok: Humanity feels helpless against the unknown pandemic and teaching us modesty and humility. That's some of the

135
00:30:12.220 --> 00:30:34.300
Esther Serok: conclusions. If I have 20 s, the job that the kid is sitting on television all day, and the mother is so upset, what are you doing? And he said, It's a project of my teacher. So the mother that is communicating with the teachers calling her and say, Is it true? My son's a research project is the effect of too much television of a typical 10 year old.

136
00:30:34.970 --> 00:30:36.970
Esther Serok: Thank you very, very much.

137
00:30:40.190 --> 00:30:41.659
Esther Serok: right on time.

138
00:30:41.670 --> 00:30:47.080
Rosalina Pisco Costa - Univ. de Évora, PT: Yes, thank you, Mr. And thank you so much for this presentation.

139
00:30:47.320 --> 00:30:55.649
Rosalina Pisco Costa - Univ. de Évora, PT: I said before, please send the questions for the end of the session. We now move on to Nicola, Carol.

140
00:30:56.360 --> 00:31:00.750
Rosalina Pisco Costa - Univ. de Évora, PT: please presenting your you on top.

141
00:31:03.730 --> 00:31:06.820
Rosalina Pisco Costa - Univ. de Évora, PT: and I asked you to present yourself also. Thank you.

142
00:31:09.050 --> 00:31:32.970
Nicola Carroll: Well, good morning or afternoon, depending on where you are. I'm Nicola Carol. And so this paper discusses the process of formalization of risk into Uk families during the Coronavirus pandemic, and in doing so it illustrates broader patterns of inequalities that were identified during quality research led by it up to Catherine family at the University College, London.

143
00:31:33.870 --> 00:31:39.230
Nicola Carroll: So, firstly, while so we we know that so Covid

144
00:31:39.230 --> 00:32:04.040
Nicola Carroll: dramatically overturned everyday life for families. It's important to situate the Uk Government's response to the pandemic. Within the longer term national political agenda and discourse of arena there was a caring. So the social model of citizenship which which had prevailed. Post World War 2. It started to be eroded. That's been premise on the golden age of the

145
00:32:04.040 --> 00:32:06.929
Nicola Carroll: family, a

146
00:32:06.950 --> 00:32:26.819
Nicola Carroll: care, a model. But this has been replaced by Neoli, liberal, individualized worker citizenship model, which is correct, characterized by welfare condition. Now, let's say, austerity, privatization of public services, and that goes hands in hand with an idealized middle class to parent family model.

147
00:32:27.790 --> 00:32:53.510
Nicola Carroll: and also got unhed show. The Uk was among countries where governmental responses to the pandemic shifted responsibility onto individuals whilst it's obscuring structural injustice that actually exacerbating the crisis. So we see that the the pattern of government response in the Uk to the pandemic was part of a kind of wider, longer term program.

148
00:32:53.550 --> 00:33:17.029
Nicola Carroll:  an individualization of risk. It is evidence in the Government's policy and guidelines. And it's pressed in August preparedness. Advice was written from middle cost perspective. That's used middle class phones of economic and cultural capital. So we see that advice that it was to to work from home when that was dependent on people's occupation on their social class.

149
00:33:17.029 --> 00:33:25.720
Nicola Carroll: and have enough food for 14 days isolate in separate rooms, use separate bathrooms. It's assuming a certain level of resources. 150

150
00:33:25.720 --> 00:33:48.199
Nicola Carroll: and the lockdowns series of lockdowns we've which started in March 2,020, and move work, care and education into the home which for the privatization of parenting. And that's there's a an overwhelming quality of evidence that shows that COVID-19 stratified risk and excessive basis existing socioeconomic inequalities in the Uk.

151
00:33:48.820 --> 00:34:13.209
Nicola Carroll: So that was the context in which this was taking place and the fact covid research, which was conducted by University college loans. And it was a longitudinal digital ethnography of everyday family life during the pandemic, and it use a diverse sample with a range of incomes, and the participants use a range of options for engaging with the program.

152
00:34:13.210 --> 00:34:19.620
Nicola Carroll: So it was a. It was multi modal study, and the data comprised interviews.

153
00:34:19.750 --> 00:34:28.939
Nicola Carroll: captions and photos and videos on text posts which are all gathered using an online tool calls. And Demo.

154
00:34:29.540 --> 00:34:56.139
Nicola Carroll: That was the broader study. As I said, I'm going to talk about 2 case studies which illustrate why to find him from the study which show inequalities in this case does he approach. It enables in depth analysis of of a quite complex situation. So I use comparative analysis. Here is is what I'm going to discuss here.

155
00:34:56.140 --> 00:35:10.569
Nicola Carroll: So a semiconductor, also axial exploration of the relationship between the the idea of formalization of risk which I will go on to define and levels of Portuguese and economic culture and social capital.

156
00:35:10.740 --> 00:35:36.879
Nicola Carroll: So the 2 families were in very different situations. So family! I was alone, mother, who had come from Nigeria 15 years ago, and her eldest son, who was 12, participates in the study, and she had 2 other children, aged 5 and 5 months, and was reliant on welfare benefits with an income of less than 16,000 pounds.

157
00:35:36.880 --> 00:35:45.350
Nicola Carroll: So family be the mother, and also the grandparents, grandmother and grandfather participated in the study.

158
00:35:45.380 --> 00:35:46.790
Nicola Carroll: So the the

159
00:35:47.240 --> 00:36:13.060
Nicola Carroll: parents for 2 and a couple they're all white, British, and they have 2 children, age 10 and 17, and their household income was between 90 and just under 120,000 pounds a year. So this this family both the the mother was actually an academic, and the grandparents who took part where retired professionals.

160
00:36:14.200 --> 00:36:42.540
Nicola Carroll: So just to introduce this idea of formalization of risk. So the concept kind of evolved. So if we look at backs, concept of individual individualization of this you, you might be aware that that perspective it was applied extensively in COVID-19 research, looking at an individualization and reflexivity in decision making at this very, very uncertain, highly risky time.

161
00:36:42.900 --> 00:37:02.229
Nicola Carroll: And then, if we look at individualization. This perspective within the research on families, personal relationships getting has a a well well known view of relationships as individualized the traditional. I. So these bonds are breaking down

162
00:37:02.270 --> 00:37:16.050
Nicola Carroll: The the pure relationship prevailed according to get in and back and back and shine again. They argue that family times size, loosened in late. Modern, it's in a culture personal reflectivity.

163
00:37:16.300 --> 00:37:31.880
Nicola Carroll: So that that's establishing this idea of individualization. But, however, I, going back to Jameson in 1,999 critiques under one, the lack of evidence to support individualization of personal relationships.

164
00:37:31.900 --> 00:37:58.629
Nicola Carroll: so whilst there might be individualization of government in government policies and responsibilization. there, there is really no evidence to support that happens in in individual relationships according to Jameson, and does rather this evidence of enduring significance of traditional family ties and agenda and class inequalities.

165
00:37:58.990 --> 00:38:05.809
Nicola Carroll: And this was reflected in the fat Covid study. So the data shows the strengthening the family bonds

166
00:38:05.880 --> 00:38:29.850
Nicola Carroll: relational negotiation, the rest between households and extensive following networks. So this is about really that the endurance of inequalities, and also of bonds, so that these plus inequalities, just any policies, ethnic inequalities. We we're saying so. It's possible to argue that whereas individualization reflects

167
00:38:29.910 --> 00:38:33.880
Nicola Carroll: reflexivity in the prevailing socio political

168
00:38:33.930 --> 00:38:51.759
Nicola Carroll: cultural context, this idea of formalization of this is's encompasses relational negotiation for us within broader family little networks and uneven risks and resources to respond to lock down.

169
00:38:51.850 --> 00:38:59.680
Nicola Carroll: So I'm going to now illustrate that within the 2 families that I've introduced to you. So

170
00:39:00.220 --> 00:39:23.999
Nicola Carroll: both families I am. B, that there was strong intergenerational bombs. So mommy says it's made me and my children connect more. It's brought us closer. It's very much just her and her children on their own in a highly isolated situation, whereas we see in a family. B, it's it's a much more extended family and

171
00:39:24.420 --> 00:39:40.179
Nicola Carroll: one basis. We all support each other. We've always been close, but it's brought, since it's brought it home even more so. They kept those bonds, and they very much use social media. They met when they could. They sometimes did actually bend the rules to do so.

172
00:39:40.510 --> 00:39:43.459
Nicola Carroll: So we can say that this, while these

173
00:39:43.600 --> 00:39:44.660
Nicola Carroll: family

174
00:39:44.730 --> 00:40:03.089
Nicola Carroll: forms of that and more extensive in family be, and we see contrast in the situations and expectations. So it's possible to argue that family A has an intensive experience of risk. also they have to acute perception of risk.

175
00:40:03.820 --> 00:40:26.630
Nicola Carroll: They followed the guidelines to the the letter. At all times they have implicit trust in government. They also have very constrained access to economic culture and social capital which I'm going to illustrate, which greatly affected that their experiences on the meant that they have quite an intensive software in during lockdown.

176
00:40:26.630 --> 00:40:37.630
Nicola Carroll: In contrast to this family they they have to modest few experience the risk. They have an extensive family network of not not just these

177
00:40:37.810 --> 00:40:43.260
Nicola Carroll: parents and grandparents, also sibling networks. They they were quite big

178
00:40:44.650 --> 00:40:52.160
Nicola Carroll: bombs and quite strong bombs across a a real kind of extended family, and beyond

179
00:40:52.660 --> 00:41:10.959
Nicola Carroll: and risk was more open to negotiation in this extended network. So they did. They just trusted government that they. They looked at risks that they use their cultural capital to do so, and they did sometimes that they would sometimes go beyond

180
00:41:10.960 --> 00:41:25.780
Nicola Carroll: the the rules particularly when it came to their families, and they had, as I will show, access to economic culture and social capital which enables them to to mitigate some of the worst effects of lock down.

181
00:41:25.910 --> 00:41:51.589
Nicola Carroll: So just some stock examples here. So family a They have big risks of mental health and charity. They're in a one bedroom apartment with no outdoor space. You see these pictures here, posted by Son A. He did his school work in in a very small bedroom. He didn't have access to to a garden. He use the school computer. This this really does reflect and points. The Esther was

182
00:41:51.590 --> 00:42:08.769
Nicola Carroll: making about any qualities in education, whereas Monday there's lots of space. The kids have a trampoline. They've got a massive kitchen. So so they, their economic capital mitigated some of the risks, and they have plenty of space for our homework and children's play.

183
00:42:09.130 --> 00:42:22.430
Nicola Carroll: Also family. I struggle to to a forward and access food prices shot up of things. I whereas, you know, mum, I have to pay 70 pounds for for baby milk or in month month.

184
00:42:22.800 --> 00:42:27.690
Nicola Carroll: It's already they were prepared for the pandemic.

185
00:42:27.910 --> 00:42:35.840
Nicola Carroll: They have to large. Some of they started storing food. They built up supplies, grandfather. They actually had more

186
00:42:35.860 --> 00:42:43.769
Nicola Carroll: money to spend because they weren't going out. So they actually spent more money on food, as we see in this quote here

187
00:42:43.910 --> 00:42:58.639
Nicola Carroll: and again, a a as to really show the large disparities in cultural capital between these 2 families which which meant large inequalities and capacity for effective home schooling.

188
00:42:58.740 --> 00:43:12.499
Nicola Carroll: So in family, I mom tried to help the homework home schooling, but she had 2 other children, and she haven't been educated in the Uk. Herself. It only be

189
00:43:12.660 --> 00:43:26.650
Nicola Carroll: The the university educated parents and grandparents. They shared responsibility for home schooling, so when they says, my mom and dad, they spent 30 min a day teaching the kids. They go to the home school and he pages choose a topic.

190
00:43:27.250 --> 00:43:46.649
Nicola Carroll: and then they creatively explain the topic in ways that engaging for the children. So they they did all sorts of activities with the children. So the responsibility was shared, even though it was online. The families were connected, and I think social capital is the most important form of capital

191
00:43:46.690 --> 00:44:11.700
Nicola Carroll: in terms of this notion of formalization of risk, because family, either isolated with no family in the Uk. And risk, was assessed and negotiated really just by the mom and her 12 year old, son, she says. I'm very vulnerable. She's out of this area. She's had a baby. She had some Russian food because they couldn't go out, and she said she couldn't send her some.

192
00:44:11.850 --> 00:44:39.119
Nicola Carroll: It was hell because she couldn't. Sudden my has some out. She was scared, and they thought that the police would kind of checking children, whereas in Family B, those extensive family networks and friendship networks, it meant the risk of being negotiated. So when the the one of the siblings has a child, mum Bay could go and help out, and as Grandfather B. Says, Momby.

193
00:44:39.290 --> 00:44:53.140
Nicola Carroll: she kind of stepped in. She came to look after the other 2 children while the new baby was being born. That was a relief to us. We just felt guilty for not being able to go if we have gone, or we to felt that for risk.

194
00:44:53.140 --> 00:45:10.560
Nicola Carroll: So that's an example. of this idea of formalization, of risk, and how the cultural capital. This sorry the social capital is family has enabled them to to negotiate that. So in conclusion, this idea of formalization of risk.

195
00:45:10.580 --> 00:45:31.300
Nicola Carroll: I I could actually look at how some divergent perspectives have been synthesized. But there isn't time for that. Here we are going to write a paper looking at this in detail, but I think it's you split highlighting both wise and networks. Family phones also persistent inequalities in which risk is actually

196
00:45:31.330 --> 00:45:57.909
Nicola Carroll: experience. I'm also negotiated, and I think this has a significance beyond the pandemic, as in the Uk, as in our other countries, we're experiencing the cost of living crisis and welfare benefits remain a very constrained. So this has been comparative case analysis analyzing capital, and it exemplifies stock inequalities. But

197
00:45:58.020 --> 00:46:10.989
Nicola Carroll: in that forthcoming you, which I think is to to be published in August. the research from the fact Covid study is also being

198
00:46:11.570 --> 00:46:37.069
Nicola Carroll: discussed alongside findings of 10 other countries, because fact covers was part of an international icon fact network which is led by Ucl. So you you'd be able to read about a much wider experiences. I've only focused on to to exemplify what we found in the Uk. But as we all know that there was a lot more going on. So thank you very much indeed.

199
00:46:41.770 --> 00:46:44.219
Rosalina Pisco Costa - Univ. de Évora, PT: Thank you very much, Nicola.

200
00:46:44.480 --> 00:46:55.810
Rosalina Pisco Costa - Univ. de Évora, PT: For this presentation. We now have a distributed paper. You can download the handout which is available in the platform.

201
00:46:55.850 --> 00:46:58.030
Rosalina Pisco Costa - Univ. de Évora, PT: But we have.

202
00:46:58.480 --> 00:47:01.450
Rosalina Pisco Costa - Univ. de Évora, PT: And why do we do this? And for

203
00:47:01.880 --> 00:47:06.810
Rosalina Pisco Costa - Univ. de Évora, PT: would you like to make a brief presentation of your paper, please?

204
00:48:33.930 --> 00:48:37.040
EMPAR AGUADO: A

205
00:53:25.100 --> 00:53:29.119
Rosalina Pisco Costa - Univ. de Évora, PT: I I I'd like you to finish.

206
00:53:29.210 --> 00:53:50.879
Rosalina Pisco Costa - Univ. de Évora, PT: because this is only a

207
00:54:02.220 --> 00:54:03.240
Sheyla Moroni: yes, this

208
00:54:07.850 --> 00:54:29.159
Rosalina Pisco Costa - Univ. de Évora, PT: which is grass. Yes, thank you. Everyone for this wonderful session. and I I would like to Well, to return to to the words that I wrote when I present when I first presented this session. To to the I. The Congress.

209
00:54:29.280 --> 00:54:39.830
Rosalina Pisco Costa - Univ. de Évora, PT: By that time that worldwide the rise of a Territories is accompanied by specific discourses around the Golden family.

210
00:54:40.180 --> 00:54:45.760
Rosalina Pisco Costa - Univ. de Évora, PT: and that, blurred by nostalgic images of a somewhat timeless past

211
00:54:45.920 --> 00:55:12.920
Rosalina Pisco Costa - Univ. de Évora, PT: family roles, namely, the mother, the father, the child, the grandmother, or the father. But also space is the family interaction, particularly the home rituals. Moments! Diverse moments of family reunion are used to reinforce the image of a good and perfect family, able to face the many difficulties post by nowadays. Society.

212
00:55:13.210 --> 00:55:14.730
Rosalina Pisco Costa - Univ. de Évora, PT: This session

213
00:55:14.750 --> 00:55:25.039
Rosalina Pisco Costa - Univ. de Évora, PT: first aim at interrogating such discourses and the ways they are affecting our societies, but also our knowledge production.

214
00:55:25.210 --> 00:55:29.010
Rosalina Pisco Costa - Univ. de Évora, PT: and these these these presentations?

215
00:55:29.070 --> 00:55:51.000
Rosalina Pisco Costa - Univ. de Évora, PT: try it to to give the answers to some of the questions that I that I pose there in, namely, and how does the rise of O sorry Toianism, often combining extreme nationalism and religious fear, contribute to disseminate such values.

216
00:55:51.330 --> 00:55:58.160
Rosalina Pisco Costa - Univ. de Évora, PT: whose actors are giving voice to those claims, and which arguments are being used?

217
00:55:58.480 --> 00:56:09.309
Rosalina Pisco Costa - Univ. de Évora, PT: What is their power across generations? And, moreover, who are the actors, and what are the times and places of consultation and resistance?

218
00:56:09.710 --> 00:56:25.530
Rosalina Pisco Costa - Univ. de Évora, PT: Ultimately this session aimed at and failing and problematizing both visible and hidden integralments between religions, politics, economies, and families in the context of multiple secularities.

219
00:56:25.650 --> 00:56:35.920
Rosalina Pisco Costa - Univ. de Évora, PT: I really believe these presentations envisage to provide answers to some of these questions, and I now invite you to pose some questions

220
00:56:36.000 --> 00:56:43.070
Rosalina Pisco Costa - Univ. de Évora, PT: and to our presenters, either in person or through. Thank you very much.

221
00:57:01.710 --> 00:57:02.880
Esther Serok: Is there like

222
00:57:03.540 --> 00:57:09.259
Esther Serok:  I would like to ask Nicola

223
00:57:09.460 --> 00:57:19.180
Esther Serok: about the It seems like it's the same situation all over the world in terms of the stress and and the families.

224
00:57:19.250 --> 00:57:31.360
Esther Serok: how how much they got, how much the British Government is involved in the individual life in supporting families in the stress.

225
00:57:31.410 --> 00:57:38.290
Esther Serok: how much support it gave to the schools? What was the role of the government in helping that

226
00:57:38.330 --> 00:57:42.559
Esther Serok: crisis? the unexpected crisis.

227
00:57:43.860 --> 00:58:01.529
Nicola Carroll: Yeah, thank you. As to Can I just say that talk to Kathleen. Katherine Fromley is also here. So I also want to as she was the principal investigator on this project, she might also want to And so

228
00:58:02.190 --> 00:58:14.479
Nicola Carroll: so I think what we saw in the in fact, Covid data, and Catherine will will maybe be able to have some further insights on this.

229
00:58:14.720 --> 00:58:36.890
Nicola Carroll: We saw that it was kind of a very uneven approach. It seemed that the the Government didn't provide an overall strategy, and that it we saw the individual schools. We saw really big disparities, and even though some of the parents who had 2 children at different schools commented

230
00:58:36.930 --> 00:58:41.779
Nicola Carroll: that they saw a completely different response in terms of

231
00:58:42.000 --> 00:59:11.919
Nicola Carroll: guessing. getting things online quickly getting computers to children who need it. Some some schools really. we're providing a lot of emotional and practical support to parents. For example, there's other schools we're doing much at all. And some parents were highly critical of schools. So I suppose that's around the back. why, you say that government nationally didn't seem to to be doing much, and it seemed to really come down to

232
00:59:12.060 --> 00:59:21.809
Nicola Carroll: an individual schools, really in, in, in, in how much they they did for parents and families. I don't have Catherine for anything that you'd like to add to that.

233
00:59:22.790 --> 00:59:36.390
Katherine Twamley: yeah, thanks, Nicola. I guess just one other thing, I would add, is that We had quite a few families with children, with different kinds of disabilities and learning difficulties.

234
00:59:36.510 --> 00:59:41.349
Katherine Twamley: and those families expressed to us that they did not miss

235
00:59:41.630 --> 00:59:52.290
Katherine Twamley: advice or the kind of parenting support that actually the Uk Government is a very pro which is strengthening family, so that families can improve.

236
00:59:52.580 --> 01:00:14.790
Katherine Twamley: so called children outcomes, but through kind of encouraging families to take on more care, and the withdrawal of the State from actually supporting care. So they didn't miss kind of advice. help. What they really missed was financial and physical support. That's what they mostly talked about missing, so they missed

237
01:00:14.790 --> 01:00:29.660
Katherine Twamley: being able to have a space to bring their children to leave their children for some time. This, particularly with children with severe disabilities, someone coming at care work, or coming to their house and helping them in care for their children, for example. And

238
01:00:30.580 --> 01:00:39.869
Katherine Twamley: yeah. So I would say. in fact, the discourse in the Uk is is around, you know, from we want families to help themselves.

239
01:00:40.320 --> 01:01:09.760
Katherine Twamley: but the actual kind of financial backing for that is kind of weak. and I yeah, I guess I when I was listening to your presentation, I was reflecting, because we have quite a few ideas for interventions around the you know government led, and that that so on into integrating families, into schools. And your seems to have been very successful. I just wondered, was it as successful across different

240
01:01:09.970 --> 01:01:12.830
social groups in terms of

241
01:01:13.030 --> 01:01:30.309
Katherine Twamley: socioeconomic groups, but also religious groups, because you talked a lot about, or or was your study only looking at Jewish families? like. So, for example, Muslim families, were they also as well integrated in this program? Did they experience it as positively as Jewish families.

242
01:01:31.700 --> 01:01:33.080
Esther Serok: You asking me?

243
01:01:34.420 --> 01:02:00.650
Esther Serok:  First of all, we did. We did some programs also with Muslim families and Christian families. In some of the schools we do have a Muslim and Bedouin children in in villages at risk villages we have non non-jewish children, we try to approach the families, and as much as they collaborate.

244
01:02:00.660 --> 01:02:24.739
Esther Serok: It was. It was also intervention with them. trying to see, like Ethiopian families and Arab families. Their mother sometimes took the younger children out outside in their yard, wherever they could be out, so the older kid can sit in quietly in in the small space they have, and being connected to the Internet.

245
01:02:24.750 --> 01:02:39.489
Esther Serok:  it's more difficult. And we needed a people, a a a Arabic speakers, or or or Jewish to come and understand the culture and get involved. But we definitely approached

246
01:02:39.590 --> 01:02:58.499
Esther Serok: all the all the different kinds of different cultures and the model of the probes. And the family is educated. It's international. It came from New York. I brought it in from a teachers college. And it's it's really an international model, and it can

247
01:02:58.700 --> 01:03:01.789
Esther Serok: adjust to every culture in every language.

248
01:03:07.660 --> 01:03:09.569
Rosalina Pisco Costa - Univ. de Évora, PT: Thank you very much, Katherine.

249
01:03:10.000 --> 01:03:12.889
Rosalina Pisco Costa - Univ. de Évora, PT: Sorry I didn't saw you previously

250
01:03:14.140 --> 01:03:17.649
Rosalina Pisco Costa - Univ. de Évora, PT: any other questions or doubts.

251
01:03:18.000 --> 01:03:20.119
Rosalina Pisco Costa - Univ. de Évora, PT: Thoughts? I don't! Comments.

252
01:03:23.830 --> 01:03:28.790
Esther Serok: Rosalina. What was the briefly, the situation in Portugal?

253
01:03:29.470 --> 01:03:32.770
Rosalina Pisco Costa - Univ. de Évora, PT: Well, we had the. We had some measures

254
01:03:32.870 --> 01:03:40.310
Rosalina Pisco Costa - Univ. de Évora, PT: undertaken by the Portuguese Government, and to help the most vulnerable families.

255
01:03:40.720 --> 01:03:46.779
Rosalina Pisco Costa - Univ. de Évora, PT: But I I I shared the the

256
01:03:46.850 --> 01:03:51.279
Rosalina Pisco Costa - Univ. de Évora, PT: that in this this idea of the

257
01:03:55.330 --> 01:04:08.630
Rosalina Pisco Costa - Univ. de Évora, PT: yes, and and the idea that the the capital and the different types of capital were so important to understand the ways a family school

258
01:04:08.720 --> 01:04:16.140
Rosalina Pisco Costa - Univ. de Évora, PT: for go with the with the lockdown and all the difficulties.

259
01:04:16.150 --> 01:04:22.540
Rosalina Pisco Costa - Univ. de Évora, PT: yes, of course, the economic capital. But social capital was

260
01:04:22.630 --> 01:04:32.409
Rosalina Pisco Costa - Univ. de Évora, PT: he indeed, and even in the help provided to older people, not only children, because here we.

261
01:04:32.510 --> 01:04:46.220
Rosalina Pisco Costa - Univ. de Évora, PT: the the examples, were more focused on children, but also re regarding the older people, the the the density of the capital

262
01:04:46.420 --> 01:04:57.160
Rosalina Pisco Costa - Univ. de Évora, PT: was, in fact, determined, and to understand the the situation and the the the capacity that families had to face the the difficulties

263
01:04:57.190 --> 01:05:03.219
Rosalina Pisco Costa - Univ. de Évora, PT: it's interesting to revisit both deals approach

264
01:05:03.300 --> 01:05:05.049
Rosalina Pisco Costa - Univ. de Évora, PT: on the different

265
01:05:05.060 --> 01:05:07.790
Rosalina Pisco Costa - Univ. de Évora, PT: like types of capital.

266
01:05:08.180 --> 01:05:10.430
Rosalina Pisco Costa - Univ. de Évora, PT: To to read

267
01:05:10.530 --> 01:05:13.860
Rosalina Pisco Costa - Univ. de Évora, PT: COVID-19. Very interesting.

268
01:05:16.160 --> 01:05:18.619
Esther Serok: Thank you. Thank you.

269
01:05:19.720 --> 01:05:22.639
Esther Serok: We had. I live in a small community

270
01:05:22.650 --> 01:05:28.309
Esther Serok: in a suburb of Jerusalem and All the teenagers were

271
01:05:28.440 --> 01:05:51.149
Esther Serok: volunteering. They went from one home to another of the elderly, and they made sure they have food. They went to get them the groceries. They connect them to the Internet, they help them with anything they want. So it was, they felt very important that they can help, and the elderly didn't feel lonely and didn't have problems getting.

272
01:05:51.160 --> 01:05:55.020
Esther Serok: This is the support and the little town help with

273
01:05:55.120 --> 01:06:05.520
Esther Serok: whatever they needed. It was it was a time that everybody got together. It's But still the gaps were growing wider and wider.

274
01:06:05.850 --> 01:06:21.319
Rosalina Pisco Costa - Univ. de Évora, PT: and and especially they? Didn't you find that a a. A huge difference between the first lockdown and the second lockdown where I can? I think that most of the countries experience this, this kind of

275
01:06:21.360 --> 01:06:35.539
Rosalina Pisco Costa - Univ. de Évora, PT: of differences in the well, in the willing of people to engage in different activities and help the others and But for the purposes of this such this session.

276
01:06:35.650 --> 01:06:48.750
Rosalina Pisco Costa - Univ. de Évora, PT: I would like to explore the idea of how the governments and the also civil society use this idea of the so family togetherness.

277
01:06:48.990 --> 01:06:53.600
Rosalina Pisco Costa - Univ. de Évora, PT: family values, family security.

278
01:06:53.700 --> 01:07:05.809
Rosalina Pisco Costa - Univ. de Évora, PT: and this kind of values to try to well, to pursue the objectives. during COVID-19. I don't know if you want to to add

279
01:07:06.220 --> 01:07:10.170
Rosalina Pisco Costa - Univ. de Évora, PT: something regarding this. these values that

280
01:07:10.220 --> 01:07:16.230
Rosalina Pisco Costa - Univ. de Évora, PT: were were very clearly appropriated by the Government inclusively.

281
01:07:18.900 --> 01:07:25.229
Katherine Twamley: I mean, we, we wrote a chapter. on that, really, didn't we, Nicola? In our book?

282
01:07:25.370 --> 01:07:35.500
Katherine Twamley: so what we are in the the book that I link to in the chat? so that book has a chapter from every country. in the consortium and the Uk chapter.

283
01:07:35.620 --> 01:07:54.039
Katherine Twamley: specifically explores that about how Covid kind of There was a kind of a renewed emphasis on family, and in a way, because of in the Uk. The way people live, they do tend to live in nuclear families as opposed to join families. And therefore there was this kind of celebration of the nuclear family, but also

284
01:07:54.110 --> 01:08:16.789
Katherine Twamley: just a kind of a confinement of this and There was public discourse and government discourse about the positivity and the importance of family, and we argued in that paper that that had it. It's plus sides And so people enjoyed spending time and a different kind of less pressured time with their family, although obviously there was differences across social groups.

285
01:08:16.810 --> 01:08:22.170
Katherine Twamley: but it also had the flip side of

286
01:08:22.900 --> 01:08:30.859
Katherine Twamley: kind of creating division to people who were beyond the household. So the house holds slash. Family was really

287
01:08:30.890 --> 01:08:33.300
Katherine Twamley: conceptualized as a safe space.

288
01:08:33.410 --> 01:08:50.570
Katherine Twamley: and therefore, in contrast, outside of the household was an unsafe space, and people talked about and vilified unknown others quite a lot. They're not following the rules appropriately. They're kind of contagious to me. They're doing this wrong the wrong way, either. They are too

289
01:08:50.640 --> 01:09:13.989
Katherine Twamley: vigilance, and they're not, you know. They're not understanding that kind of sociality and mixing is important, or they're not vigilant enough, and they're putting lives at risk. So we said, we argued in that chapter that it was that actually kind of divisive in some ways, and and not helpful, for, you know, larger social solidarity. But I yeah, Nickol, you your hand up to know if you want to add.

290
01:09:14.560 --> 01:09:26.440
Nicola Carroll: yeah, it was just in the example of a family they in in the paper was a really good example of that, because they kind of They talked about

291
01:09:26.450 --> 01:09:40.139
Nicola Carroll: what they would. It wouldn't take risks for. So they said, You know, I really I take this. So they said we broke the rules to to hug our grandchildren. We broke the rules. We we kind of mess up

292
01:09:40.280 --> 01:09:42.440
Nicola Carroll: with, with all

293
01:09:42.570 --> 01:09:51.409
Nicola Carroll: from children, with our siblings, with with a very small cadre of friends. They even went on a holiday, and they kind of you can see how

294
01:09:51.560 --> 01:10:21.150
Nicola Carroll: in the way they articulated it. They then there was a close family friends who then became part of the family, so it's supposed to say it. This, that's this idea, formalization of risk, that certain accepted, others become part of that. But then they put a very firm boundary around the the fact what they? It wasn't necessarily all blood relations, but the idea of family it. And then it was very boundary. So it was. We take what and who people would take risks for

295
01:10:21.380 --> 01:10:46.650
Nicola Carroll: was very important to them so they would take risks to to help their grandchildren. But then they wouldn't take risks to to go into a wider social setting, for example, and, as Cal Catherine said, there was kind of a divisiveness, I think, in the way it was reported in in the press, for example, because it will look at these people crowding the beach

296
01:10:46.790 --> 01:10:58.800
Nicola Carroll: if you're in locked out, and they shouldn't be. But the same time people who had more kind of resources or were able to go to other locations could actually do that in private, if you like.

297
01:10:59.570 --> 01:11:06.649
Nicola Carroll: So that became that that was a bit of a class discourse, I think, in the media that was reflected, and then

298
01:11:06.860 --> 01:11:16.580
Nicola Carroll: feeds into this idea of of the family, and what you who in and outside the family, and also what you can.

299
01:11:16.810 --> 01:11:23.679
Nicola Carroll: So these were some of the kinds of discourses and negotiations that that we saw across this today.

300
01:11:25.390 --> 01:11:39.130
Rosalina Pisco Costa - Univ. de Évora, PT: Yes, very interesting. That idea. Also, again, the capital that allow you to have a second house. Yeah, near the beach or in the countryside where you can

301
01:11:39.870 --> 01:11:56.130
Rosalina Pisco Costa - Univ. de Évora, PT: where it can be, and even get together with many family members that were across the country, and that met there during Covid. Very interesting, and that kind of privilege

302
01:11:56.770 --> 01:12:01.289
Rosalina Pisco Costa - Univ. de Évora, PT: versus the vulnerable. And

303
01:12:02.140 --> 01:12:15.040
Nicola Carroll: there was actually I'll just briefly, give this example, because I think it's interesting. So the Prime Minister at the time. Boris Johnson, with the his

304
01:12:15.040 --> 01:12:33.750
Nicola Carroll: father is Stanley Johnson, and they actually they call it the Stanley Johnson clause because his father had a villa in Greece, and there was a legal clause that said people could go abroad during covid to prepare the overseas accommodation.

305
01:12:33.830 --> 01:13:00.139
Nicola Carroll: So this was kind of a very class by a very stark contrast. So so people who are in develop a role such as the the Prime Minister's father. They were allowed to go to the villa in Greece, and then working, plus families who have no such a privilege with them, being criticized because they were kind of crowded in in, in small spaces and in hot weather, and it was very visible. I guess

306
01:13:00.610 --> 01:13:01.690
Nicola Carroll: so

307
01:13:02.710 --> 01:13:08.410
Nicola Carroll: a good example of of capital in action during Covid, though

308
01:13:11.150 --> 01:13:16.660
Esther Serok: that's yes, it's there. Thank you. No, no, I don't. I. You want to go ahead.

309
01:13:16.680 --> 01:13:45.459
Esther Serok: I have 2 examples. One is really the the children at risk. I am working with boarding schools and children at risk in 3 different villages around the country. Most of the children now are from the Fsu and Ukraine, but they have. We have children from Bedouins and the Muslims, Ethiopians and Israelis, and and the first lockdown they will all send home.

310
01:13:45.930 --> 01:14:04.499
Esther Serok: And because they had to clear everything and everybody went home, and that was a big, big mistake, because they were all locked down, most of the children coming from not affluent families. It was crowded. It was. It was a lot of pressure and a lot of violence on the streets, and it

311
01:14:04.630 --> 01:14:29.119
Esther Serok: it really created major issue, not on every family, but many families, and when they came back to the village and we had the second lockdown The government decided to allow all these kids to stay in the village not go home, and the village was like one house that was locked down. All the kids were tested. They couldn't go out.

312
01:14:29.120 --> 01:14:46.179
Esther Serok: They had to keep several rules, but they were all safe. They had home. They have food, they have homework. They had space. They could ride horses, they could go out, and it showed that it was much, much better, and the children were less stressed.

313
01:14:46.270 --> 01:14:52.800
Esther Serok: So the the the facilities were very important for their well-being.

314
01:14:52.930 --> 01:14:55.949
Esther Serok: the other side of the example.

315
01:14:56.310 --> 01:15:09.610
Esther Serok: as you said, the houses. The second house. We don't have a second house, but we live in a house with a big garden. It's it's a suburb, and my son has 3 children, and they have a

316
01:15:09.750 --> 01:15:24.440
Esther Serok: an apartment 3, 4 bedrooms, but no balcony, and they were locked down, and later on, when we had the first vaccination. the. The the child had to be isolated because they had a problem in class.

317
01:15:24.500 --> 01:15:50.739
Esther Serok: so my son brought him over to us, though we are older, and he spend a week with us because he could be outside. He couldn't ride it outside. We could take him to a playground, and and it was a less stressful for him. It was so. We can see the big differences with the facilities. What can you provide to? And we learn a lot from these lockdowns.

318
01:15:52.330 --> 01:15:55.060
Esther Serok: Amazing how similar it is.

319
01:15:58.560 --> 01:16:02.149
Rosalina Pisco Costa - Univ. de Évora, PT: The Empire will do. Like to add something.

320
01:16:04.250 --> 01:16:12.639
Rosalina Pisco Costa - Univ. de Évora, PT: maybe in English if it if you can, because I I don't think me call. I understand Spanish.

321
01:16:13.340 --> 01:16:18.210
Esther Serok: Would you like to add something

322
01:16:19.020 --> 01:16:23.339
EMPAR AGUADO: a of the Spanish experience? Maybe.

323
01:16:23.500 --> 01:16:46.139
EMPAR AGUADO: Excuse me, I I I I had a try to to prepare my presentation in English, but I was speaking with Rosalie this morning in the it was impossible. A no, a. I don't want to add more, but but I can. I can share with you all, or

324
01:16:46.300 --> 01:16:52.380
EMPAR AGUADO: although result of of, or a

325
01:16:53.150 --> 01:17:14.570
EMPAR AGUADO: work, I think on work is a quite important, because a a or work in introduce a qualitative, a qualitative work. And this is the the big difference, because there are a lot of quant quantitative, Information? But the qualitative information is quite important

326
01:17:14.570 --> 01:17:26.270
EMPAR AGUADO: on this information. A put in there in the in the centre, the the families, and also, when we speak about the family we are speaking about women, the family.

327
01:17:26.270 --> 01:17:48.840
EMPAR AGUADO: I am very I I I I shared with you the the, the, the the the be a importance to to view about L people, because usually we have a focus, or a or or or a

328
01:17:48.840 --> 01:18:15.609
EMPAR AGUADO: in children with a a lot of work we have in the families. It's quite a interesting to to see the the point of view. I, Nicola a carol introduced, because it's a very, very different different. How we can see these questions. Because of this, I start to point in the center my, my.

329
01:18:15.620 --> 01:18:40.069
EMPAR AGUADO: my most ramestra, my interviews was, a very, very sess gaddle a the I's a interview with because they are. We made a hmm with, a strong compromise with a pro productive work paid work. Okay?

330
01:18:40.120 --> 01:19:02.959
EMPAR AGUADO: A. And they feel they are living with a equals, inequal families, with men with a new masculinities. But they resol at the end was a a lot of time. They we are reproducting, they they they in the in the same way

331
01:19:03.450 --> 01:19:12.390
EMPAR AGUADO: that happens before. But the problem is with the the lockdown. A public service size

332
01:19:12.810 --> 01:19:13.680
EMPAR AGUADO: out.

333
01:19:13.750 --> 01:19:38.939
EMPAR AGUADO: and you can mercant mercantile at Mercantilizar. A a lot of this question, A 1 1 one of the question I made to the family is a Do you? Do you receive any? I a. Before they they they they like a before they, and this they confinement, though? Do you have any help for the reproductive work in the home?

334
01:19:38.940 --> 01:19:47.849
EMPAR AGUADO: And they tell me, usually they tell me yes, a mostly a who is the person who is a

335
01:19:47.960 --> 01:20:16.979
EMPAR AGUADO: doing this? This communication with the people always. Women always, always women. That's happened is a before, The the lockdown! There was the grandmother's and the grand mothers a taking care of children. They are a school, they are on the other activities. They are other possibilities. And but the problem is, is, is, is

336
01:20:17.080 --> 01:20:20.010
EMPAR AGUADO: this a this time

337
01:20:20.190 --> 01:20:29.639
EMPAR AGUADO: was a pretty let's use capabilities, a scenario to see a

338
01:20:29.790 --> 01:20:32.769
EMPAR AGUADO: how the revolution is.

339
01:21:02.190 --> 01:21:04.180
EMPAR AGUADO: There are. And

340
01:21:04.180 --> 01:21:28.729
EMPAR AGUADO: we have a very good big problem. And I was a listening Shayla, this big interest. Because what is happening in the countries, what is happening in that in Italy. What is happening now in the Spain, now in the Spain, you know, we are near a new process, and the problem is, what is happened with the anti-faminess group

341
01:21:28.730 --> 01:21:36.630
EMPAR AGUADO: in the governing and on the anti-feminist, a neolymalist, because they want

342
01:21:36.680 --> 01:21:45.700
EMPAR AGUADO: to strength the taxis because they want another time a strong family with a strong women

343
01:21:45.770 --> 01:22:01.040
EMPAR AGUADO: and the family a solve the problems by their own way. And this is This is the big question to see, not only in in Valencia, now a. I live in a small village.

344
01:22:01.150 --> 01:22:12.440
EMPAR AGUADO: This is mobileized now nowadays all the Spain is is looking to this, a small village because Lavandeira, the lavandera

345
01:22:13.240 --> 01:22:16.090
EMPAR AGUADO: it has for within. Bring it down.

346
01:22:18.170 --> 01:22:34.869
EMPAR AGUADO: the the times in the in the future are in the person computer. It's terrible on. Say, yeah, I I would like to ask you if you have any paper about they all of us both. I would like a hmm

347
01:22:34.870 --> 01:22:59.689
EMPAR AGUADO: to have the that the opportunity to to read more of your work because I would like a now I I am working about this new line. I I I think it's very, very important to see nowadays what is going to change in the in the, in the last, in the decision on it's very important, and mainly for women and for time of women.

348
01:23:00.930 --> 01:23:07.560
Rosalina Pisco Costa - Univ. de Évora, PT: As as you told the Empire, it's very interesting that Covid was an episodic

349
01:23:07.820 --> 01:23:09.410
Rosalina Pisco Costa - Univ. de Évora, PT: a moment

350
01:23:09.530 --> 01:23:12.250
Rosalina Pisco Costa - Univ. de Évora, PT: to somehow tech test

351
01:23:12.570 --> 01:23:24.340
Rosalina Pisco Costa - Univ. de Évora, PT: the democratic and egalitarian values. So it's very interesting. It seems that we all live in the kind of artificial oh world.

352
01:23:24.360 --> 01:23:27.459
Rosalina Pisco Costa - Univ. de Évora, PT: And once we were confined.

353
01:23:28.160 --> 01:23:37.699
Rosalina Pisco Costa - Univ. de Évora, PT: all the old values opposing male and female

354
01:23:38.170 --> 01:23:49.820
Rosalina Pisco Costa - Univ. de Évora, PT: come to to right, at least in in Southern European countries, I think because the change is more recent. So it it.

355
01:23:49.850 --> 01:24:02.289
Rosalina Pisco Costa - Univ. de Évora, PT: as as you said, it was the a scenario that was created. and allow this to understand that this right.

356
01:24:02.400 --> 01:24:09.960
Rosalina Pisco Costa - Univ. de Évora, PT: they are not concrete once for all, and even in the youngest generations.

357
01:24:09.970 --> 01:24:11.910
Rosalina Pisco Costa - Univ. de Évora, PT: which is very.

358
01:24:12.090 --> 01:24:14.920
Rosalina Pisco Costa - Univ. de Évora, PT: I would say, preoccupying.

359
01:24:15.470 --> 01:24:24.879
Rosalina Pisco Costa - Univ. de Évora, PT: because all all the responsibilities relating with the cooking, cleaning children.

360
01:24:24.890 --> 01:24:27.260
Rosalina Pisco Costa - Univ. de Évora, PT: They were

361
01:24:27.330 --> 01:24:33.640
Rosalina Pisco Costa - Univ. de Évora, PT: in in Portugal. as as also as in Spain. They were mostly

362
01:24:34.110 --> 01:24:39.349
Rosalina Pisco Costa - Univ. de Évora, PT: undertaken by women, even from the youngest generations.

363
01:24:39.990 --> 01:25:06.519
EMPAR AGUADO:  but that's how we United Kingdom in Germany, but we we know we know we are, we, we are in South Europe, but but in in in the United kingdom. It was very important on the reaction to the lockdown, on how they they the difference a difference they change not at the time of the day, the the time

364
01:25:06.520 --> 01:25:30.910
EMPAR AGUADO: I do you spend with with with your kids? what's what's explosion? Because in in the in the body of women's mostly the woman of a and now this a pandemic with with with all the the the neoliberalist, a anti-femin, is

365
01:25:31.040 --> 01:25:59.859
EMPAR AGUADO: a government they are a rising in, and I am very, very concerned about this. A. Because they want to. Above all the laws. A. They, they make a the state, they must respond about all the the services. This is the real. A public public poly size. A women needs a

366
01:25:59.910 --> 01:26:03.860
EMPAR AGUADO: the care is not, or or or or or duty.

367
01:26:04.300 --> 01:26:14.399
EMPAR AGUADO: The care is a state duty on a. The neoliberal is anti-feminist. They put the families values

368
01:26:14.760 --> 01:26:28.359
EMPAR AGUADO: not a because only are really to question, because a neoliberal is me question. They want to allow the taxis, and they want other time women in the kids in.

369
01:26:29.750 --> 01:26:40.240
EMPAR AGUADO: but they can't. A. They can't end the streets because they can't air the streets. They are all the time

370
01:26:40.680 --> 01:26:48.349
EMPAR AGUADO: in the space virtual space, and hmm creating pollution.

371
01:26:48.540 --> 01:26:49.380
EMPAR AGUADO: hey?

372
01:26:51.090 --> 01:26:54.940
EMPAR AGUADO: But but they they are creating a

373
01:26:55.400 --> 01:27:08.719
EMPAR AGUADO: very dangerous strategies around the world. And and I think it's very, very important now to make a strong. It's longest alliance a between women in different countries.

374
01:27:11.060 --> 01:27:33.420
EMPAR AGUADO: Because of this, I, when I was at least listening. Shela a, I say I need. I need papers. She lies, is is working now a Hmm. And trying to to. We need to to, to, to, to to take pizza about what is happening now in our country.

375
01:27:35.350 --> 01:27:37.870
Nicola Carroll: Yeah, very well said.

376
01:27:40.570 --> 01:27:44.219
Rosalina Pisco Costa - Univ. de Évora, PT: would you like to add something.

377
01:27:44.370 --> 01:27:50.910
Sheyla Moroni: and not because the I have is in hopefully English, but also

378
01:27:50.950 --> 01:27:54.989
Rosalina Pisco Costa - Univ. de Évora, PT: in the yes, we okay.

379
01:27:55.690 --> 01:27:59.239
Rosalina Pisco Costa - Univ. de Évora, PT: So I know. But I can see there are there

380
01:27:59.410 --> 01:28:16.659
Sheyla Moroni: our their papers. I don't speak English evolve 3 papers. So I started the very interesting all the one, and I'll write to to

381
01:28:17.080 --> 01:28:19.120
EMPAR AGUADO: Thank you very much. Thank you.

382
01:28:20.070 --> 01:28:26.459
Rosalina Pisco Costa - Univ. de Évora, PT: Thank you. I don't know if we have someone in the room. In the in person.

383
01:28:27.130 --> 01:28:31.970
Rosalina Pisco Costa - Univ. de Évora, PT: There is the support technician that can help us.

384
01:28:33.830 --> 01:28:40.570
Esther Serok:  amazing world.

385
01:28:40.600 --> 01:28:43.750
Rosalina Pisco Costa - Univ. de Évora, PT: Yes. Yeah.

386
01:28:45.950 --> 01:28:50.649
Rosalina Pisco Costa - Univ. de Évora, PT: Well, I don't know. I invite you to have some more.

387
01:28:51.560 --> 01:29:11.929
Nicola Carroll: Yeah, just, I can get so many examples from from the fact, Covid, because there was 38 families and just just picking up on the the the points really about women doing more during Covid, and even in kind of dual and well educated families.

388
01:29:12.090 --> 01:29:40.310
Nicola Carroll: This was very much the case. That the man I'm working from home. They would go away and work from home, and the women were still taking responsibility for home schooling for even now, they also were working from home. And so we had lots of examples where some of one of the women said, for example, when it was the the husband's turn to do the home schooling.

389
01:29:40.310 --> 01:29:55.280
Nicola Carroll: he didn't particularly take it seriously, and he was just having fun with the kids, and he he wasn't making such a big effort, whereas when it was her she took responsibility and took it very seriously.

390
01:29:55.720 --> 01:30:07.940
Nicola Carroll: So it's even though they were devising the time for home schooling. Still, the responsibility was resting with the mothers rather than the the fathers.

391
01:30:09.350 --> 01:30:13.560
Rosalina Pisco Costa - Univ. de Évora, PT: and there there were many even call mix

392
01:30:13.840 --> 01:30:28.179
Rosalina Pisco Costa - Univ. de Évora, PT: that stands that a rose during Covid, and often we saw the man working from home, but alone in, and more often the woman

393
01:30:28.270 --> 01:30:42.470
Rosalina Pisco Costa - Univ. de Évora, PT: in the living for the kitchen, with the children around, and not, yeah, exclusively devoted to work in the the office, even a home office.

394
01:30:42.550 --> 01:30:44.739
Rosalina Pisco Costa - Univ. de Évora, PT: Yeah, even from this.

395
01:30:45.020 --> 01:30:51.689
Rosalina Pisco Costa - Univ. de Évora, PT: from a space by point of view, the differences are very

396
01:30:51.770 --> 01:31:02.410
Rosalina Pisco Costa - Univ. de Évora, PT: visible. Yes. So the the family they that I gave the example, for example, that that woman actually she earned twice as much as her husband.

397
01:31:02.690 --> 01:31:10.739
Nicola Carroll: and yet she still did have the responsibility for She was the one who was getting interrupted and her work

398
01:31:10.850 --> 01:31:15.790
Nicola Carroll: by the children, because they

399
01:31:15.890 --> 01:31:35.239
Nicola Carroll: went off and created a very kind of a separate space and gave off the the idea that you can't interrupt that. So she did point out this. It was, I want it that she was actually the main pract we in the family. But it was still perceived as she can't interrupt that when he's working

400
01:31:35.450 --> 01:31:40.550
Esther Serok:  it's a, it's, it's very interesting.

401
01:31:40.690 --> 01:32:10.480
Esther Serok: I I would say that it depends on the on the type of the family. If they're educated and more affluent, then differences are fading. Young young families. They're not sending the women anymore to the kitchen and but all the religious and traditional. And that's why Sheila. It was interesting. Religious communities are much more against women.

402
01:32:11.070 --> 01:32:21.210
Esther Serok: and I don't know if it affected your government, but I think the Covid affected Israeli government. And now it's so far in the right.

403
01:32:21.410 --> 01:32:35.809
Esther Serok: and I hear a lot of the religious ministers or members of the Parliament talking about the fact that the woman should sit at home and brings make salads for their husband, so the husband can go to work.

404
01:32:36.100 --> 01:32:47.849
Esther Serok: But it it's really radical orthodox. right wing orthodox. But I'm wondering if really the the the pandemic created

405
01:32:47.950 --> 01:32:54.020
Esther Serok: some kind of a shift to the right in terms of governments or parties.

406
01:32:54.170 --> 01:32:56.300
Esther Serok: I don't know. It's

407
01:32:58.030 --> 01:33:03.140
Esther Serok: It's it's really I. I understand what I'm saying about

408
01:33:03.230 --> 01:33:08.470
Esther Serok: the feeling against women and expecting women to be home

409
01:33:08.600 --> 01:33:16.759
Esther Serok: and if somebody has to decide who stays home, of course it's a woman. but but that's more of

410
01:33:17.310 --> 01:33:20.280
Esther Serok: certain type of families.

411
01:33:20.390 --> 01:33:22.800
Esther Serok: modern educated

412
01:33:23.300 --> 01:33:29.980
Esther Serok: people, young people they share. One goes one day, the other goes another day.

413
01:33:30.070 --> 01:33:37.110
Esther Serok: so so it it really depends on parts of the sociology of the country.

414
01:33:39.120 --> 01:33:58.670
Nicola Carroll: Yeah, it's interesting because the Uk has definitely moved well, further to the right politically, in a lot of ways. as I said with the welfare benefits as a now a large conditionality. It's an attitude. And that way I'll move to the right.

415
01:33:58.770 --> 01:34:07.149
Nicola Carroll: But There isn't a religious connection so much as we see in other countries. Really, it does seem to be

416
01:34:07.360 --> 01:34:18.550
Nicola Carroll: Politics and religion don't necessarily come together very much in the Uk, like like the examples that you're given in your country.

417
01:34:18.890 --> 01:34:19.730
Esther Serok: Hmm!

418
01:34:21.560 --> 01:34:24.789
Rosalina Pisco Costa - Univ. de Évora, PT: I think that this idea of the house

419
01:34:24.860 --> 01:34:28.649
Rosalina Pisco Costa - Univ. de Évora, PT: has a A safe place

420
01:34:29.240 --> 01:34:35.760
Rosalina Pisco Costa - Univ. de Évora, PT: is something that right wing parties

421
01:34:35.950 --> 01:34:38.810
Rosalina Pisco Costa - Univ. de Évora, PT: like to emphasize.

422
01:34:39.050 --> 01:34:45.140
Rosalina Pisco Costa - Univ. de Évora, PT: So then, as Nicola told, there is a boundary between we

423
01:34:45.200 --> 01:35:03.840
Rosalina Pisco Costa - Univ. de Évora, PT: and the other and the people that leave together, and the strange people, the dangerous people other people. So I see that this ideas of family home security, safe places, power.

424
01:35:04.020 --> 01:35:07.259
Rosalina Pisco Costa - Univ. de Évora, PT: difference. They are all

425
01:35:07.500 --> 01:35:09.689
Rosalina Pisco Costa - Univ. de Évora, PT: connected, of course.

426
01:35:09.780 --> 01:35:19.500
Rosalina Pisco Costa - Univ. de Évora, PT: and very interesting to understand feature developments of in these ideas, we in in Brazil

427
01:35:19.520 --> 01:35:22.029
Rosalina Pisco Costa - Univ. de Évora, PT: also this.

428
01:35:22.040 --> 01:35:24.139
Rosalina Pisco Costa - Univ. de Évora, PT: these ideas were

429
01:35:24.460 --> 01:35:27.690
Rosalina Pisco Costa - Univ. de Évora, PT: well, hopefully perform by

430
01:35:27.880 --> 01:35:29.330
Rosalina Pisco Costa - Univ. de Évora, PT: both sonaro

431
01:35:29.470 --> 01:35:53.489
Rosalina Pisco Costa - Univ. de Évora, PT: and in a very Concerning way. Also. it would be interesting if we could develop some kind of comparative work. Maybe we can. We are just sharing the context, and who knows? Some opportunity appears to compare this courses

432
01:35:53.690 --> 01:36:02.740
Rosalina Pisco Costa - Univ. de Évora, PT:  in different countries. I would love to engage in that kind of project.

433
01:36:04.120 --> 01:36:14.609
Esther Serok: Yeah, because I thought that'd be very interesting, because in the Uk, although there isn't a religious element. There's definitely the kind of cult of the family that the family has become

434
01:36:14.940 --> 01:36:37.859
Nicola Carroll: central, and that there seems to be a trend as well that people are because of the cost of living prices, and because that's making it too expensive to go to pubs and restaurants and concerts, and also because people got used to during Covid people, for example, as a trend to have a ball in your house or a room in your garden

435
01:36:38.750 --> 01:36:53.460
Nicola Carroll: where you have a bar and a you invite, but people tend to invite just their family and close friends, and they socialize in their home or in their garden and sales of of bars for people to have at home.

436
01:36:53.470 --> 01:37:14.880
Nicola Carroll: I've risen dramatically, but then people aren't going to actual public places. They're not going to fall. So it means that you only really socialize. People just socialize again and again in their family group, or maybe with a few select friends. So whereas people in the Uk used to be the kind of the center of British.

437
01:37:15.070 --> 01:37:21.650
Nicola Carroll: Why, for a of people would mix that they they already completely in decline in closing down.

438
01:37:22.250 --> 01:37:42.019
Nicola Carroll: So it's quite interesting the trend in and going to poll. So not going to post on the rise of this idea of the family and the perfect family. I think it'd be interesting to to to look at how they've gone home, and I don't know. Is this a similar situation in other countries that people are tending to not

439
01:37:42.200 --> 01:37:48.149
Nicola Carroll: socialize as much outside of the home. That's something that happened in Covid that's carried on

440
01:37:51.490 --> 01:38:00.330
Esther Serok: sounds interesting to do a collaborative research. Comparative. yes, will be very interesting.

441
01:38:00.710 --> 01:38:06.790
Rosalina Pisco Costa - Univ. de Évora, PT: Yeah. Be attentive to some opportunities that might arise. Then

442
01:38:07.030 --> 01:38:24.809
Rosalina Pisco Costa - Univ. de Évora, PT: we have the contact. Send it to be. Yes, yeah, we can present it next, and sometimes at the so at the European Sociological, it would be next year. Need to be in Portugal, right? You know. Port 20,

443
01:38:24.810 --> 01:38:37.709
Rosalina Pisco Costa - Univ. de Évora, PT: oh, I believe so. The in the as the European Sociological Association you are referring to as a I believe it would be in

444
01:38:37.780 --> 01:38:50.019
Rosalina Pisco Costa - Univ. de Évora, PT: in the next year. Wow! That would be great.

445
01:38:50.940 --> 01:39:01.810
Rosalina Pisco Costa - Univ. de Évora, PT: Sometimes there are also opportunities that publishing some special  in a journal, or

446
01:39:02.450 --> 01:39:09.379
Rosalina Pisco Costa - Univ. de Évora, PT: I will. I will contact you if that kind of opportunity appears

447
01:39:09.380 --> 01:39:36.490
Nicola Carroll: that that would be great, and it'd be interesting to look at how things that happen during Covid. because I think, has to roll some of this out, and and you all brought it out. How? How? That, and that's kind of what I was just alluding to. How have things that happen during Covid, how they carried on in terms of families and and the political discourse around families? Do you? Do you see that in your countries

448
01:39:36.700 --> 01:39:41.679
Nicola Carroll: the things that emerged during Covid have kind of continued.

449
01:39:43.170 --> 01:39:45.659
Esther Serok: I think so. Yeah.

450
01:39:47.340 --> 01:39:55.140
Nicola Carroll: so these continuing trends. Really, I I I find that it was like the world had this kind of dramatic event.

451
01:39:55.150 --> 01:40:00.269
Nicola Carroll: and it's caused a a fundamental shift in some way.

452
01:40:01.970 --> 01:40:02.760
Esther Serok: Hmm

453
01:40:05.300 --> 01:40:15.150
Nicola Carroll: to to most people. return to the office in, in in your countries, or most people still. hybrid working.

454
01:40:15.389 --> 01:40:20.299
Esther Serok: amazing people don't want to go back to the offices.

455
01:40:20.610 --> 01:40:23.809
Esther Serok: They go once a week, twice a week.

456
01:40:24.030 --> 01:40:43.170
Esther Serok:  I was. I was walking at the Hebrew University, and I was talking to a colleague of mine. She was my student. and she said, the corridors are empty. I'm walking, and all the doors of all the professors are closed. We come once, twice a week, maybe to the campus

457
01:40:43.200 --> 01:40:49.400
Esther Serok: and and and and people don't, even at the high tech. People don't want to go back.

458
01:40:49.680 --> 01:40:59.700
Esther Serok: I'm involved in an organization in the United States in New York, women organization, Hadassa and the offices were used to be full.

459
01:40:59.940 --> 01:41:05.430
Esther Serok: hundreds of people working. They're all empty. Everybody is working from home.

460
01:41:06.580 --> 01:41:09.039
Esther Serok: I don't know what it's gonna do to us.

461
01:41:09.129 --> 01:41:21.330
Nicola Carroll: Well, it's a massive, changing family life. Isn't that the separation is? It's like, go back to the old days. I'm at the moment in a cottage which was used by weavers

462
01:41:21.969 --> 01:41:30.900
Nicola Carroll: in in in this 200 years old, and this room people would have been working from home 200 years ago. Making.

463
01:41:31.950 --> 01:41:43.560
Rosalina Pisco Costa - Univ. de Évora, PT: And now, I'm working from home, my yeah, so it's just so it's kind of come full circle, really that?

464
01:41:43.730 --> 01:41:46.900
Esther Serok: wow. In Spain, too?

465
01:41:48.000 --> 01:42:00.980
EMPAR AGUADO: Yes. In the Spain, I mentioned this thing was really difficult a all the time a may the students go to the go to the classes

466
01:42:01.650 --> 01:42:09.960
EMPAR AGUADO: was was really hard at this last last course. This course we are finishing now. the the situation.

467
01:42:10.469 --> 01:42:21.070
EMPAR AGUADO: It's better. But last year was terrible. What's the rival on on the change of activities?

468
01:42:21.170 --> 01:42:50.649
EMPAR AGUADO: I think it's a hard times now, and in the office it depended, depending on the departments. It's depending on the cure of the department, and we can, we can see different, but usually it a mini and ministry of a people who is working in the administration. They are the, I think they are the the most a trade indicative to.

469
01:42:50.730 --> 01:42:54.030
EMPAR AGUADO: To. To come back today to the office

470
01:42:54.219 --> 01:43:01.750
EMPAR AGUADO: more than they. They, they, the professors, or the yes.

471
01:43:01.860 --> 01:43:06.050
EMPAR AGUADO: I think it's more the the administrative person.

472
01:43:11.330 --> 01:43:38.770
Nicola Carroll: Yeah, we're finding it on the teaching side. I'm at York University and to get students to go to classes again. It is quite hard, because, they were at home so long, and some of the young people have some social anxiety now, and they don't want to speaking seminars and things like that. So that's something. If any of you teach whether you found that this is also happening elsewhere.

473
01:43:39.340 --> 01:43:51.740
Rosalina Pisco Costa - Univ. de Évora, PT: Yes, definitely. I also face that kind of. As for the teachers, we I I share the perception of a stair that the corridors are empty at the University

474
01:43:51.850 --> 01:44:17.920
Rosalina Pisco Costa - Univ. de Évora, PT: and The the teaching staff only goes to the class and returns home. But well, students, they have to go, but after they show all the anxiety, problems, and difficulties in facing the, for instance, the challenge of doing a oral presentation or dealing with the deadline.

475
01:44:18.030 --> 01:44:24.770
Rosalina Pisco Costa - Univ. de Évora, PT: I I think that previous coffee students make an effort

476
01:44:24.880 --> 01:44:51.230
Rosalina Pisco Costa - Univ. de Évora, PT: to to meet the deadline. And now I noticed that days and sometimes weeks before they came to me to say, I won't be able to meet the deadline. It's impossible for me, so they they don't even go and make the effort. It's very. I don't know how to to deal with this, but

477
01:44:51.420 --> 01:45:02.179
Rosalina Pisco Costa - Univ. de Évora, PT: that's it. That is my experience, and is, as I talk to other people around the world. I I I find the same, the same perception.

478
01:45:02.600 --> 01:45:08.839
Esther Serok: You you're right the the last course. When we had the lock down

479
01:45:08.930 --> 01:45:20.959
Esther Serok: Most of the students were on zoom, and then they were shutting off the cameras, and we had a debate with the faculty whether to demand to open the cameras.

480
01:45:20.980 --> 01:45:34.839
Esther Serok: and we couldn't force them. But then I asked, you know, I said, it's not fun to talk to a camera. Some of them were driving. Some of them were in a supermarket during the class and and listening to the class

481
01:45:34.850 --> 01:45:54.239
Esther Serok: late later we brought them back, but They They some of them claim that in the middle of the year they especially Arab children. They live up north in villages, and they didn't rent an apartment in Jerusalem, and they didn't want to range for a few months.

482
01:45:54.340 --> 01:46:10.099
Esther Serok: so we couldn't force them to rent a place. In the meantime they were on Zoom. It was. It was terrible. It wasn't good for them. it wasn't good for the for the academics, and the achievements were very poor.

483
01:46:10.370 --> 01:46:23.059
Esther Serok: I found that I I couldn't get the same results of a of a frontal class when we see it and talk and interact. And in the zoom it was very difficult.

484
01:46:25.150 --> 01:46:41.239
Nicola Carroll: Yeah, I think, talking to the students in a more informal way and sometimes in in in a seminar activities. They they say they missed out because these students they were at that crucial point between 16 and 18

485
01:46:41.340 --> 01:47:00.669
Nicola Carroll: during the pandemic. That's when you're starting to go away from your family. You might be starting to go on holiday with your friends for the first time all these rights of passage that they missed. Really. So it's like they've gone from being kind of children, and then they're at university

486
01:47:00.860 --> 01:47:09.590
Nicola Carroll: with that account of middle ground that people usually have during that period. Really. So I think that that's why that some of them struggle twice a bit

487
01:47:12.000 --> 01:47:13.120
Esther Serok: terrible.

488
01:47:15.400 --> 01:47:18.990
Nicola Carroll: But they did like being with their families, actually.

489
01:47:19.790 --> 01:47:39.730
Nicola Carroll: because it's traditionally teenagers. I've kind of spent a lot of time away from that their families, and in the fact Covid study, we had some. Some teenagers took part in that, and they actually enjoy having that time with the following for some of them. It was a kind of relief not to have to socialize with their peers.

490
01:47:39.730 --> 01:47:53.039
Esther Serok: and it's cheaper. It's cheaper for them to leave with the family than to yeah, that they want sort of going out with their friends socially and things like that. So

491
01:47:53.530 --> 01:48:00.580
Nicola Carroll: yeah. But then it makes it hard, then, to go from that to suddenly be at university. It's quite a

492
01:48:00.600 --> 01:48:06.100
Nicola Carroll: much, much more dramatic shift, I think, than for previous generations. Yes.

493
01:48:07.130 --> 01:48:17.280
Rosalina Pisco Costa - Univ. de Évora, PT:  okay, thank you for this wonderful conversation and presentation. It was really pleasure meeting you all.

494
01:48:17.510 --> 01:48:22.620
Rosalina Pisco Costa - Univ. de Évora, PT: I hope we can keep in contact and maybe develop

495
01:48:22.910 --> 01:48:32.459
Rosalina Pisco Costa - Univ. de Évora, PT: the research in some other new and well innovative creative ways across the different countries and continents.

496
01:48:32.930 --> 01:48:57.289
Rosalina Pisco Costa - Univ. de Évora, PT: Yeah, it. This was really interesting, having this chance to to share our papers and also discuss things in the different countries, and I will also make sure Kathryn had to go, but she was the principal investigator on our study, so I'll make sure that she's

497
01:48:57.330 --> 01:49:04.069
Nicola Carroll: copied in as well on on any emails that we exchange, because I'm sure she has a lot to contribute.

498
01:49:04.530 --> 01:49:20.769
Rosalina Pisco Costa - Univ. de Évora, PT: Selena, if you'll have a chance. I we might meet very soon. I am going. Yes, it will be a pleasure. Yes, please please contact me because I would be at the university till the end of July. So

499
01:49:21.100 --> 01:49:32.990
Rosalina Pisco Costa - Univ. de Évora, PT: so if you yeah, right to you, yeah, we have a lot of things to talk about, and you can visit the university. You will, if you

500
01:49:33.380 --> 01:49:41.830
Rosalina Pisco Costa - Univ. de Évora, PT: in 1 h, 1 h, and they're always still being able. So yeah, to to

501
01:49:42.000 --> 01:49:45.630
Rosalina Pisco Costa - Univ. de Évora, PT: visit the city, it will be a pleasure to welcome you.

502
01:49:45.740 --> 01:49:54.560
Esther Serok: It will be wonderful. It will be great. I'll write to you, and we yeah, we'll all can collaborate, and we'll do some

503
01:49:54.780 --> 01:49:57.520
Esther Serok: something together. It will be interesting.

504
01:49:57.770 --> 01:49:58.920
Rosalina Pisco Costa - Univ. de Évora, PT: It will be

505
01:49:59.000 --> 01:50:00.250
Esther Serok: wonderful.

506
01:50:00.490 --> 01:50:14.000
Rosalina Pisco Costa - Univ. de Évora, PT: Thank you very much.