Youth in motion: a critical ethnography of citizenship, language and inhabited spaces

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dc.contributor.advisorBonilla Medina, Sandra Ximena
dc.contributor.authorPrieto Gonzalez, Kewin Arley
dc.contributor.orcidBonilla Medina Sandra Ximena [0000-0002-6625-501X]
dc.date.accessioned2025-10-02T16:24:05Z
dc.date.available2025-10-02T16:24:05Z
dc.date.created2025-08-14
dc.descriptionEste estudio etnográfico crítico explora las prácticas de ciudadanía de siete jóvenes aprendices de inglés inscritos en un curso de inglés en el Instituto de Lenguas de una universidad pública en Bogotá. La investigación indaga cómo estos estudiantes, a través de sus prácticas cotidianas, negocian significados y toman decisiones en contextos socioculturales, políticos y económicos. Un eje central del estudio fue una innovación pedagógica basada en la indagación dialógica y en un enfoque espacial del aprendizaje, que situó los espacios urbanos y digitales habitados por los estudiantes como fuentes significativas para la reflexión, la expresión y la práctica ciudadana. La recolección de datos incluyó los trabajos de curso de los estudiantes, tales como mapas espaciales, ensayos personales y presentaciones en video, junto con notas de campo del profesor etnógrafo y conversaciones dialógicas. Estos elementos ofrecieron una visión profunda de cómo los jóvenes se relacionan con el inglés no solo como asignatura académica, sino también como herramienta para la construcción de identidad, la participación social y la proyección de aspiraciones futuras. Los hallazgos sugieren que las formas de ejercer la ciudadanía de estos compañeros de investigación son dinámicas, situadas y dependientes del espacio. La ciudadanía juvenil se constituye a partir de prácticas fluidas y relacionales, configuradas por condiciones emocionales, espaciales e ideológicas, más que por roles institucionales fijos. Los espacios urbanos y digitales desempeñaron un papel activo en mediar la manera en que los jóvenes navegaron la identidad, el sentido de pertenencia y la participación cívica. En última instancia, los hallazgos cuestionan las visiones tradicionales de la enseñanza del inglés y de la ciudadanía, e instan a los educadores a valorar las diversas y vividas expresiones juveniles de agencia y comunidad. El estudio reafirma el potencial de pedagogías dialógicas y con base espacial para reconocer y ampliar las experiencias plurales y vividas de los jóvenes en torno al lenguaje y la ciudadanía.
dc.description.abstractThis critical ethnographic study explores the citizenship practices of seven young English language learners enrolled in an English course at the Language Institute of a public university in Bogotá. The research investigates how these students, through their everyday practices, negotiate meaning and make choices within sociocultural, political, and economic contexts. Central to the study was a pedagogical innovation grounded in dialogic inquiry and a spatial approach to learning, which positioned students’ urban and digital inhabited spaces as meaningful sources for reflection, expression and citizenship practice. Data collection included students’ course class works such as spatial maps, personal essays, and video presentations, alongside teacher-ethnographer field notes and dialogic conversations. These particulars provided rich insight into how youth engage with English not only as an academic subject but as a tool for identity construction, social participation, and future aspiration. The findings suggest that those research companions’ enactments of citizenship are dynamic, situated, and space dependent. Youth citizenship is constituted by fluid, relational practices shaped by emotional, spatial, and ideological conditions, rather than fixed institutional roles. Urban and digital spaces played an active role in mediating how youth navigated identity, belonging, and civic participation. Ultimately, the findings challenge traditional views of ELT and citizenship, urging educators to value youth’s diverse, lived expressions of agency and community. The study affirms the potential of spatially grounded, dialogic pedagogies to recognize and expand young people’s plural, lived experiences of language and citizenship.
dc.format.mimetypepdf
dc.identifier.urihttp://hdl.handle.net/11349/99417
dc.language.isoeng
dc.publisherUniversidad Distrital Francisco José de Caldas
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dc.rights.accesoAbierto (Texto Completo)
dc.rights.accessrightsOpenAccess
dc.subjectJuventud
dc.subjectPracticas de ciudadania
dc.subjectAprendizaje del inglés
dc.subjectIndagación dialogica
dc.subjectEspacios virtuales y urbanos
dc.subject.keywordYouth
dc.subject.keywordPitizenship practices
dc.subject.keywordEnglish language learning
dc.subject.keywordDialogic inquiry
dc.subject.keywordUrban and digital spaces.
dc.subject.lembMaestría en Lingüística -- Tesis y disertaciones académicas
dc.titleYouth in motion: a critical ethnography of citizenship, language and inhabited spaces
dc.title.titleenglishYouth in motion: a critical ethnography of citizenship, language and inhabited spaces
dc.typemasterThesis
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.degreeMonografía
dc.type.driverinfo:eu-repo/semantics/masterThesis

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