XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo

En esta edición, el XIII Foro Interuniversitario por la Vida adopta el lema “Experiencias y redescubrimiento del cuerpo: diversidad e inclusión” y busca acercarse a las experiencias de redescubrimiento de la dimensión corporal cuestionando, por un lado, el auténtico valor de la cultura del cuerpo y,...

Full description

Autores:: Buthelezi, Johannes
Molano-Sotelo, Eric Alejandro
Pirachicán-Alaguna, Pedro Julio
Pardo-Coronado, Aseneth

Tipo de recurso:

Fecha de publicación:: 2023

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: spa
eng

id	UCATOLICA2_c7534b242695779cf1e81979d88dd4c8
oai_identifier_str	oai:repository.ucatolica.edu.co:10983/31244
network_acronym_str	UCATOLICA2
network_name_str	RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.none.fl_str_mv	XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo
title	XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo
spellingShingle	XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo Deportes - Aspectos antropológicos Aptitud creadora Integración social
title_short	XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo
title_full	XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo
title_fullStr	XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo
title_full_unstemmed	XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo
title_sort	XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo
dc.creator.fl_str_mv	Buthelezi, Johannes Molano-Sotelo, Eric Alejandro Pirachicán-Alaguna, Pedro Julio Pardo-Coronado, Aseneth
dc.contributor.author.none.fl_str_mv	Buthelezi, Johannes Molano-Sotelo, Eric Alejandro Pirachicán-Alaguna, Pedro Julio Pardo-Coronado, Aseneth
dc.contributor.editor.none.fl_str_mv	Díaz-Soto, Víctor Manuel
dc.subject.armarc.none.fl_str_mv	Deportes - Aspectos antropológicos Aptitud creadora Integración social
topic	Deportes - Aspectos antropológicos Aptitud creadora Integración social
description	En esta edición, el XIII Foro Interuniversitario por la Vida adopta el lema “Experiencias y redescubrimiento del cuerpo: diversidad e inclusión” y busca acercarse a las experiencias de redescubrimiento de la dimensión corporal cuestionando, por un lado, el auténtico valor de la cultura del cuerpo y, por el otro, si este es vehículo de inclusión de la diversidad. Así, el Foro queda configurado por dos ponencias que abordan directamente experiencias vividas del cuerpo con carácter exploratorio y reivindicativo, desde el género no normativo y desde la educación física, y otras dos de carácter orientativo: una con el foco puesto en general en la inclusión de la diversidad y otra en particular que intenta aterrizar en la sensibilidad desarrollada actualmente respecto al horizonte de la interculturalidad como ideal y reto globalizado de la educación inclusiva. (Tomado de la fuente).
publishDate	2023
dc.date.issued.none.fl_str_mv	2023
dc.date.accessioned.none.fl_str_mv	2024-06-24T20:45:01Z
dc.date.available.none.fl_str_mv	2024-06-24T20:45:01Z
dc.type.none.fl_str_mv	Revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2f33
dc.type.coarversion.none.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.content.none.fl_str_mv	Text
dc.type.redcol.none.fl_str_mv	http://purl.org/redcol/resource_type/LIB
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/publishedVersion
status_str	publishedVersion
dc.identifier.citation.none.fl_str_mv	Buthelez, J., Molano-Sotelo, E. A., Pirachicán-Alaguna, P. J. & Pardo-Coronado, A. (2023). XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo, 60 p. (Díaz-Soto, V, M. editor) Bogotá: Editorial Universidad Católica de Colombia.
dc.identifier.eissn.none.fl_str_mv	2538-9777
dc.identifier.issn.none.fl_str_mv	2539-0392
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/10983/31244
identifier_str_mv	Buthelez, J., Molano-Sotelo, E. A., Pirachicán-Alaguna, P. J. & Pardo-Coronado, A. (2023). XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo, 60 p. (Díaz-Soto, V, M. editor) Bogotá: Editorial Universidad Católica de Colombia. 2538-9777 2539-0392
url	https://hdl.handle.net/10983/31244
dc.language.iso.none.fl_str_mv	spa eng
language	spa eng
dc.relation.citationissue.none.fl_str_mv	XIII
dc.relation.citationvolume.none.fl_str_mv	7
dc.relation.references.none.fl_str_mv	Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach. International Journal of Education and Literacy Studies, 5(2), pp. 9-19. https://journals.aiac.org.au/ index.php/IJELS/article/view/3400 Allen, L. (2018). Sexuality Education and New Materialism: Queer Things. Springer. https://doi.org/10.1057/978-1-349-95300-4 Bendall, S. A. (2014). To Write a Distick upon It: Busks and the Language of Courtship and Sexual Desire in Sixteenth‐ and Seventeenth‐Century England. Gender & History, 26(2), pp. 199-222. https://doi.org/10.1111/ 1468-0424.12066 Bender-Baird, K. (2016). Peeing Under Surveillance: Bathrooms, Gender Policing, and Hate Violence. Gender, Place & Culture, 23(7), pp. 983-988. https://doi.org/10.1080/0966369X.2015.1073699 Beukes, A., & Francis, D. A. (2020). We Don’t Want to Stand Out, yet Some of Us Do: the Experiences and Responses of Gender Counter-normative Students at Stellenbosch University. South African Journal of Higher Education, 34(6), pp. 10-26. https://doi.org/10.20853/34-6-4105 Bhana, D., Crewe, M., & Aggleton, P. (2019). Sex, Sexuality, and Education in South Africa. Sex Education, 19(4), pp. 361-370. https://doi.org/10.1080/ 14681811.2019.1620008 Boonzaier, F., & Mhkize, L. (2018). Bodies Out of Place: Black Queer Students Negotiating Identity at the University of Cape Town. South African Journal of Higher Education, 32(3), pp. 81-100. https://doi.org/10.20853/32-3-2514 Bottoman, L. (2021). The Experiences of Transgender Learners in Compulsory Heteronormative School Environments in The Republic of South Africa. Journal of Educational Studies, 2021(si1), pp. 157-176. https://journals.co.za/ doi/abs/10.10520/ejc-jeds_v2021_nsi1_a9#:~:text=Transgender%20 learners%20in%20the%20South,sex%20(Francis%2C%202019). Bourdieu, P. (1990). The Logic of Practice. Stanford University Press. Bourdieu, P. (1994). Structure, Habitus, Power: Basis for a Theory of Symbolic Power. In: Dirks, N.P., Eley, G., & Ortner, S.B. (eds). Culture/Power/History: A reader in Contemporary Social Theory (pp. 155-199), Princeton University Press. Bourdieu, P. (2001). Masculine Domination. Stanford University Press. Brown, A. (2018). The Geographies of Heteronormativity: The Source of Symbolic Homophobic Violence at a South African University. African Safety Promotion, 16(2), pp. 9-20. https://www.ajol.info/index.php/asp/article/ view/182103 Brown, A., & Buthelezi, J. (2020). School-based Support Team Responses to Sexual Diversity and Homophobic Bullying in a South African School. Interchange, 51(4), pp. 471-482. https://doi.org/10.1007/s10780-020-09404-2 Browne, K. (2004). Genderism and the Bathroom Problem: (Re)materialising Sexed Sites, (Re)creating Sexed Bodies. Gender, Place & Culture, 11(3), pp. 331-346. https://doi.org/10.1080/0966369042000258668 Butler, J. (1999). Gender Trouble: Feminism and the Limits of Identity. Routledge. Conrad, K. (2009). Surveillance, Gender, and the Virtual Body in the Information Aage. Surveillance & Society, 6(4), pp. 380-387. https://doi.org/10.24908/ ss.v6i4.3269 Creswell, J. W. (2014). A Concise Introduction to Mixed Methods Research. Sage Publications. Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications. Denzin, N. K., & Lincoln, Y. S. (eds). (2011). The Sage Handbook of Qualitative Research. Sage Publication. DePalma, R., & Atkinson, E. (2009). ‘No Outsiders’: Moving Beyond a Discourse of Tolerance to Challenge Heteronormativity in Primary Schools. British Educational Research Journal, 35(6), pp. 837-855. https://doi. org/10.1080/01411920802688705 Dolan, I. J., Strauss, P., Winter, S., & Lin, A. (2020). Misgendering and Experiences of Stigma in Health Care Settings for Transgender People. Medical Journal of Australia, 212(4), pp. 150-153. https://doi.org/10.5694/ mja2.50497 Farrell, E. (2020). Researching Lived Experience in Education: Misunderstood or Missed Opportunity?. International Journal of Qualitative Methods, 19(1), pp. 1-8. https://doi.org/10.1177/1609406920942066 Foddy, B., & Savulescu, J. (2011). Time to Re-evaluate Gender Segregation in Athletics? British Journal of Sports Medicine, 45(15), pp. 1184-1188. https://doi.org/10.1136/bjsm.2010.071639 Foucault, M. (1971). Orders of Discourse. Social science information, 10(2), pp. 7-30. Foucault, M. (1997). The Politics of Truth. Semiotext. Hassen, R. (2015). Discourse as Medium of Knowledge: Transmission of Knowledge by Transmission of Discourse People Live. Journal of Education and Practice, 6(31), pp. 119-128. https://www.iiste.org/Journals/index.php/ JEP/article/view/27308 Kiguwa, P., & Langa, M. (2017). ‘So I Decided not to Invade Straight Black Men’s Space’: Exploring Heteronormative Spaces on Campus. South African Journal of Higher Education, 31(4), pp. 53-71. https://doi. org/10.20853/31-4-878 Kumashiro, K. K. (2000). Toward a Theory of Anti-oppressive Education. Review of Educational Research, 70(1), pp. 25-53. https://doi. org/10.3102/00346543070001025 Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing. Sage publication. Larsen, H. G., & Adu, P. (2021). The Theoretical Framework in Phenomenological Research: Development and Application. Routledge. Mampane, J. N., & Brown, A. (2021). Transitioning Experiences of First Year Gender Non-conforming Students from School to University in South Africa. Interchange, 52(4), pp. 447-461. https://doi.org/10.1007/ s10780-021-09419-3 McLean, H., & Ngcobo, L. (1995). Abangibhamayo Bathi Ngimnandi (Those Who Fuck me Say I’m Tasty): Gay Sexuality in Reef Townships. In: M. Gevisser, & E. Cameron (eds). Defiant Desire: Gay and Lesbian Lives in South Africa (pp. 158-185). Routledge. Metthe, A. J. (2016). “Resisting Disconnection”: An Exploratory Study of Transgender Adults’ Experiences of Community Support and Resilience [Master’s Thesis, Smith College]. Northampton. https://scholarworks.smith. edu/theses/1751/ Meyer, I. H. (2003). Prejudice, Social Stress, and Mental Health in Lesbian, Gay, and Bisexual Populations: Conceptual Issues and Research Evidence. Psychological Bulletin, 129(5), pp. 674-697. https://doi. org/10.1037/0033-2909.129.5.674 Meyer, I. H. (2015). Resilience in the Study of Minority Stress and Health of Sexual and Gender Minorities. Psychology of Sexual Orientation and Gender Diversity, 2(3), pp. 209-213. https://doi.org/10.1037/sgd0000132 Morgenroth, T., & Ryan, M. K. (2021). The Effects of Gender Trouble: An Integrative Theoretical Framework of the Perpetuation and Disruption of the Gender/Sex Binary. Perspectives on Psychological Science, 16(6), pp. 1113- 1142. https://doi.org/10.1177/1745691620902442 Msibi, T. (2012). ‘I’m Used to it Now’: Experiences of Homophobia Among Queer Youth in South African Township Schools. Gender and Education, 24(5), pp. 515-533. https://doi.org/10.1080/09540253.2011.645021 Msibi, T., & Jagessar, V. (2015). Restricted Freedom: Negotiating Same-sex Identifications in the Residential Spaces of a South African University. Higher Education Research & Development, 34(4), pp. 750-762. https://doi.org/10 .1080/07294360.2015.1051010 Munyuki, C. & Vincent, L. D. (2017). ‘It’s Tough Being Gay’: Gay, Lesbian and Bisexual Students’ Experiences of Being ‘at Home’ in South African University Residence Life. South African Journal of Higher Education, 31(4), pp. 14-33. https://doi.org/10.20853/31-2-869 Nadal, K. L., Skolnik, A., & Wong, Y. (2012). Interpersonal and Systemic Microaggressions Toward Transgender People: Implications for Counselling. Journal of LGBT Issues in Counselling, 6(1), pp. 55-82. https://doi.org/10.1 080/15538605.2012.648583 Ndelu, S. (2017). Liberation is a Falsehood: Fallism at the University of Cape Town. In: M. Langa (ed). #Hashtag‐Analysis of the #FeesMustFall Movement at South African Universities (pp.58‐82). Centre for the Study of Violence and Reconciliation. Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How Phenomenology can help us Learn from the Experiences of Others. Perspectives on Medical Education, 8(2), pp. 90-97. https://doi.org/10.1007/S40037-019-0509-2 Ngidi, N. D., & Dlamini, M. A. C. (2017). Challenging Heteronormative Scripts Through Film and Transformative Pedagogy Among TVET College Students. South African Journal of Higher Education, 31(4), pp. 267-285. https://doi.org/10.20853/31-4-977 Peca, K. (2000). Critical Theory in Education: Philosophical, Research. Sociobehavioral, and Organizational Assumptions. New Mexico University. Phipps, C. (2021). Thinking Beyond the Binary: Barriers to Trans* Participation in University Sport. International Review for the Sociology of Sport, 56(1), pp. 81-96. https://doi.org/10.1177/1012690219889621 Pietkiewicz, I., & Smith, J.A. (2014). A Practical Guide to Using Interpretative Phenomenological Analysis in Qualitative Research Psychology. Psychological Journal, 18(2), pp. 361-369. Power, E. M. (1999). An Introduction to Pierre Bourdieu’s Key Theoretical Concepts. Journal for the Study of Food and Society, 3(1), pp. 48-52. https://doi. org/10.2752/152897999786690753 Rothmann, J., & Simmonds, S. (2015). ‘Othering’ Non-normative Sexualities Through Objectification of ‘the Homosexual’: Discursive Discrimination by Pre-service Teachers. Agenda, 29(1), pp. 116-126. https://doi.org/10.10 80/10130950.2015.1010288 Runté, M., & Mills, A. J. (2004). Paying the Toll: a Feminist Post‐structural Critique of the Discourse Bridging Work and Family. Culture and Organization, 10(3), pp. 237-249. https://doi.org/10.1080/14759550412331297165 Sanger, N. (2014). Young and Transgender: Understanding the Experiences of Young Transgender Persons in Educational Institutions and the Health Sector in South Africa. Gender Dynamix. http://tholwanaemolemo.co.za/ GDXtransyouth2015-web%20(1).pdf Schatzki, T. R., Knorr-Cetina, K., & Von Savigny, E. (eds). (2001). The Practice Turn in Contemporary Theory. Routledge. Seil, D. (1997). Dissociation as a Defense aAgainst Ego-dystonic Transsexualism. In: B. Bullough, V. L. Bullough and J. Elias (eds). Gender Blending (pp. 137-145). Prometheus Books. Siegel, D. P. (2019). Transgender Experiences and Transphobia in Higher Education. Sociology Compass, 13(10), pp. 1-13. https://doi.org/10.1111/ soc4.12734 Sithole, S. (2015). Challenges Faced by Gay, Lesbian, Bisexual and Transgender (GLBT) Students at a South African University. TD: The Journal for Transdisciplinary Research in Southern Africa, 11(4), pp. 193-219. https://doi. org/10.4102/td.v11i4.54 South Africa. (2020). Protection of Personal Information Act 4 of 2013. Pieters & Associates. Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins. Stones, S., & Glazzard, J. (2019). Using Minority Stress Theory as a Conceptual Lens to Frame the Experiences of Teachers Who Identify as LGBTQ+. International Journal of Learning, Teaching and Educational Research, 18(7), pp. 1-15. https://doi.org/10.26803/ijlter.18.7.1 Swarr, A. L. (2009). ‘Stabane,’ Intersexuality, and Same-Sex Relationships in South Africa. Feminist Studies, 35(3), pp. 524-548. http://www.jstor.org/ stable/40608390 Thorpe, A. (2017). Where Ddo We Go? Gender Identity and Gendered Spaces in Postsecondary Institutions. Antistasis, 7(1), pp. 1-12. https://journals.lib. unb.ca/index.php/antistasis/article/view/25468 Throop, C. J., & Murphy, K. M. (2002). Bourdieu and Phenomenology: A Critical Assessment. Anthropological Theory, 2(2), pp. 185-207. https://doi. org/10.1177/1469962002002002630 Tshilongo, T., & Rothmann, J. (2019). A Sociological Exploration of the Need for Safe Spaces for Lesbian and Gay Students on a South African University Campus. Transformation in Higher Education, 4 (77), pp. 1-12. https://doi. org/10.1177/1469962002002002630 Ubisi, L. (2021). Queering South Africa’s Protective School Policy for LGBT+ Youth: The Nare Mphale Case. Journal of Educational Studies, 1(1), pp. 106-138. https://journals.co.za/doi/abs/10.10520/ejc-jeds_v2021_nsi1_a7#:~:text=Nare%2C%20who%20has%20since%20 passed,school%20polices%20for%20LGBT%2B%20youth. Van den Akker, H., Van der Ploeg, R., & Scheepers, P. (2013). Disapproval of Homosexuality: Comparative Research on Individual and National Determinants of Disapproval of Homosexuality in 20 European Countries. International Journal of Public Opinion Research, 25(1), pp. 64-86. https://doi.org/10.1093/ijpor/edr058 Whitley, C. T., Nordmarken, S., Kolysh, S., & Goldstein‐Kral, J. (2022). I’ve Been Misgendered so Many Times: Comparing the Experiences of Chronic Misgendering Among Transgender Graduate Students in the Social and Natural Sciences. Sociological Inquiry, 92(3), pp. 997-1000. https://doi. org/10.1111/soin.12482 Benjumea, M. (2004). La motricidad, corporeidad y pedagogía del movimiento en educación física. I Simposio Latino Americano de Motricidad Humana. Benjumea Pérez, M. M. (2011). La motricidad como dimensión humana: Un enfoque transdisciplinar. Instituto internacional del saber. Cagigal, J. María. (2004). La pedagogía del deporte como educación. INEF-Galicia. Montoya, H. Trigo, E. (2015). Motricidad humana: aportes a la educación física, recreación y Deporte. Colección Léeme. Norbert, E. Dunning, E. (1992). Deporte y Ocio (en el proceso de la civilización). Fondo de cultura económica. Gallo, L. (2009). Los discursos de la educación física contemporánea. Kinesis. Olivera, J. (2006). José María Cagigal y su contribución al humanismo deportivo. Revista Internacional de Sociología (RIS), 64(44), 207-235. De Bono, E. (1994). El pensamiento creativo. El poder del pensamiento lateral para la creación de nuevas ideas. Paidós Mexicana, S. A. Guilford, J., & P. Strom, R. D. (1978) Creatividad y educación. Paidós. Lambert, M. (2001). Como ser más creativo. Mensajero. Ley 1448 de 2011, 10 de junio de 2011, Diario Oficial de la República de Colombia, número 48.181. Skliar, C. (2015). Preguntar la diferencia: cuestiones sobre la inclusión. Sophia, 11(1), 33-43. Unesco. (2005). Guidelines for inclusion: Ensuring Access to Education for All. Delors, J. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of thar treasure 15 years after its publication? International Review of Education, 59(3), 319-330. Departamento Nacional de Planeación. (2016) Lineamientos para la implementación del enfoque de derechos y la atención diferencial a grupos étnicos en la gestión de entidades territoriales. https://bit.ly/3T9POag González, O. (2009). Interculturalidad y ciudadanía. Los pueblos indígenas de Venezuela: excluidos originarios. Anuario GRHIAL, 3,120-132 Mosonyi, E. (2009). Una mirada múltiple sobre la interculturalidad y la diversidad. Cuadernos del GIECAL, (4) Unesco (2012). Guía fácil 1. Cultura y nuestros derechos culturales. https://bit. ly/419qvXR
dc.rights.none.fl_str_mv	Derechos Reservados - Universidad Católica de Colombia, 2023
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.none.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.license.none.fl_str_mv	Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-sa/4.0/
rights_invalid_str_mv	Derechos Reservados - Universidad Católica de Colombia, 2023 http://purl.org/coar/access_right/c_abf2 Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0) https://creativecommons.org/licenses/by-sa/4.0/
eu_rights_str_mv	openAccess
dc.format.extent.none.fl_str_mv	60 páginas
dc.format.mimetype.none.fl_str_mv	application/pdf
dc.publisher.none.fl_str_mv	Editorial Universidad Católica de Colombia
dc.publisher.place.none.fl_str_mv	Bogotá
publisher.none.fl_str_mv	Editorial Universidad Católica de Colombia
institution	Universidad Católica de Colombia
bitstream.url.fl_str_mv	https://repository.ucatolica.edu.co/bitstreams/a5c2d9cc-ed99-4d75-989e-80873413465b/download https://repository.ucatolica.edu.co/bitstreams/b3d2e6e9-9870-4642-9bf5-9eaf41400431/download https://repository.ucatolica.edu.co/bitstreams/874713dc-abcd-47ba-aa6f-ee54a1ef8677/download https://repository.ucatolica.edu.co/bitstreams/679ff25f-fcc3-44da-b1bd-847cb5893268/download
bitstream.checksum.fl_str_mv	c88a5848c6e001e7e82025fcba573cbb 73a5432e0b76442b22b026844140d683 1401983206f4144f0f80a3daf6d3ba43 d8710137fb268763b7c73d98f026192e
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Católica de Colombia - RIUCaC
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1814256279029284864
spelling	Buthelezi, Johannes8d6edb37-c9ff-4dd6-a9be-ddae0c215115-1Molano-Sotelo, Eric Alejandro2df3f6cc-3976-44ac-b95c-a6b303028b9d-1Pirachicán-Alaguna, Pedro Julio66db7454-e097-47e2-98c2-a6bbe8b81b0a-1Pardo-Coronado, Aseneth38283093-8ff4-40a5-bb2b-d197cd15bec2-1Díaz-Soto, Víctor Manuel2024-06-24T20:45:01Z2024-06-24T20:45:01Z2023En esta edición, el XIII Foro Interuniversitario por la Vida adopta el lema “Experiencias y redescubrimiento del cuerpo: diversidad e inclusión” y busca acercarse a las experiencias de redescubrimiento de la dimensión corporal cuestionando, por un lado, el auténtico valor de la cultura del cuerpo y, por el otro, si este es vehículo de inclusión de la diversidad. Así, el Foro queda configurado por dos ponencias que abordan directamente experiencias vividas del cuerpo con carácter exploratorio y reivindicativo, desde el género no normativo y desde la educación física, y otras dos de carácter orientativo: una con el foco puesto en general en la inclusión de la diversidad y otra en particular que intenta aterrizar en la sensibilidad desarrollada actualmente respecto al horizonte de la interculturalidad como ideal y reto globalizado de la educación inclusiva. (Tomado de la fuente).Primera ediciónPresentación. Encuentro y apropiación de la diversidad y su cuerpo. The Phenomenological Perspective of Non-normative Gender Bodies. Deporte y construcciones de cuerpo: una visión desde la ciencia de la motricidad humana. Conectando mentes creativas: inspiración e inclusión. Perspectivas y retos de la interculturalidad.60 páginasapplication/pdfButhelez, J., Molano-Sotelo, E. A., Pirachicán-Alaguna, P. J. & Pardo-Coronado, A. (2023). XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo, 60 p. (Díaz-Soto, V, M. editor) Bogotá: Editorial Universidad Católica de Colombia.2538-97772539-0392https://hdl.handle.net/10983/31244spaengEditorial Universidad Católica de ColombiaBogotáXIII7Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach. International Journal of Education and Literacy Studies, 5(2), pp. 9-19. https://journals.aiac.org.au/ index.php/IJELS/article/view/3400Allen, L. (2018). Sexuality Education and New Materialism: Queer Things. Springer. https://doi.org/10.1057/978-1-349-95300-4Bendall, S. A. (2014). To Write a Distick upon It: Busks and the Language of Courtship and Sexual Desire in Sixteenth‐ and Seventeenth‐Century England. Gender & History, 26(2), pp. 199-222. https://doi.org/10.1111/ 1468-0424.12066Bender-Baird, K. (2016). Peeing Under Surveillance: Bathrooms, Gender Policing, and Hate Violence. Gender, Place & Culture, 23(7), pp. 983-988. https://doi.org/10.1080/0966369X.2015.1073699Beukes, A., & Francis, D. A. (2020). We Don’t Want to Stand Out, yet Some of Us Do: the Experiences and Responses of Gender Counter-normative Students at Stellenbosch University. South African Journal of Higher Education, 34(6), pp. 10-26. https://doi.org/10.20853/34-6-4105Bhana, D., Crewe, M., & Aggleton, P. (2019). Sex, Sexuality, and Education in South Africa. Sex Education, 19(4), pp. 361-370. https://doi.org/10.1080/ 14681811.2019.1620008Boonzaier, F., & Mhkize, L. (2018). Bodies Out of Place: Black Queer Students Negotiating Identity at the University of Cape Town. South African Journal of Higher Education, 32(3), pp. 81-100. https://doi.org/10.20853/32-3-2514Bottoman, L. (2021). The Experiences of Transgender Learners in Compulsory Heteronormative School Environments in The Republic of South Africa. Journal of Educational Studies, 2021(si1), pp. 157-176. https://journals.co.za/ doi/abs/10.10520/ejc-jeds_v2021_nsi1_a9#:~:text=Transgender%20 learners%20in%20the%20South,sex%20(Francis%2C%202019).Bourdieu, P. (1990). The Logic of Practice. Stanford University Press.Bourdieu, P. (1994). Structure, Habitus, Power: Basis for a Theory of Symbolic Power. In: Dirks, N.P., Eley, G., & Ortner, S.B. (eds). Culture/Power/History: A reader in Contemporary Social Theory (pp. 155-199), Princeton University Press.Bourdieu, P. (2001). Masculine Domination. Stanford University Press.Brown, A. (2018). The Geographies of Heteronormativity: The Source of Symbolic Homophobic Violence at a South African University. African Safety Promotion, 16(2), pp. 9-20. https://www.ajol.info/index.php/asp/article/ view/182103Brown, A., & Buthelezi, J. (2020). School-based Support Team Responses to Sexual Diversity and Homophobic Bullying in a South African School. Interchange, 51(4), pp. 471-482. https://doi.org/10.1007/s10780-020-09404-2Browne, K. (2004). Genderism and the Bathroom Problem: (Re)materialising Sexed Sites, (Re)creating Sexed Bodies. Gender, Place & Culture, 11(3), pp. 331-346. https://doi.org/10.1080/0966369042000258668Butler, J. (1999). Gender Trouble: Feminism and the Limits of Identity. Routledge.Conrad, K. (2009). Surveillance, Gender, and the Virtual Body in the Information Aage. Surveillance & Society, 6(4), pp. 380-387. https://doi.org/10.24908/ ss.v6i4.3269Creswell, J. W. (2014). A Concise Introduction to Mixed Methods Research. Sage Publications.Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.Denzin, N. K., & Lincoln, Y. S. (eds). (2011). The Sage Handbook of Qualitative Research. Sage Publication.DePalma, R., & Atkinson, E. (2009). ‘No Outsiders’: Moving Beyond a Discourse of Tolerance to Challenge Heteronormativity in Primary Schools. British Educational Research Journal, 35(6), pp. 837-855. https://doi. org/10.1080/01411920802688705Dolan, I. J., Strauss, P., Winter, S., & Lin, A. (2020). Misgendering and Experiences of Stigma in Health Care Settings for Transgender People. Medical Journal of Australia, 212(4), pp. 150-153. https://doi.org/10.5694/ mja2.50497Farrell, E. (2020). Researching Lived Experience in Education: Misunderstood or Missed Opportunity?. International Journal of Qualitative Methods, 19(1), pp. 1-8. https://doi.org/10.1177/1609406920942066Foddy, B., & Savulescu, J. (2011). Time to Re-evaluate Gender Segregation in Athletics? British Journal of Sports Medicine, 45(15), pp. 1184-1188. https://doi.org/10.1136/bjsm.2010.071639Foucault, M. (1971). Orders of Discourse. Social science information, 10(2), pp. 7-30.Foucault, M. (1997). The Politics of Truth. Semiotext.Hassen, R. (2015). Discourse as Medium of Knowledge: Transmission of Knowledge by Transmission of Discourse People Live. Journal of Education and Practice, 6(31), pp. 119-128. https://www.iiste.org/Journals/index.php/ JEP/article/view/27308Kiguwa, P., & Langa, M. (2017). ‘So I Decided not to Invade Straight Black Men’s Space’: Exploring Heteronormative Spaces on Campus. South African Journal of Higher Education, 31(4), pp. 53-71. https://doi. org/10.20853/31-4-878Kumashiro, K. K. (2000). Toward a Theory of Anti-oppressive Education. Review of Educational Research, 70(1), pp. 25-53. https://doi. org/10.3102/00346543070001025Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing. Sage publication.Larsen, H. G., & Adu, P. (2021). The Theoretical Framework in Phenomenological Research: Development and Application. Routledge.Mampane, J. N., & Brown, A. (2021). Transitioning Experiences of First Year Gender Non-conforming Students from School to University in South Africa. Interchange, 52(4), pp. 447-461. https://doi.org/10.1007/ s10780-021-09419-3McLean, H., & Ngcobo, L. (1995). Abangibhamayo Bathi Ngimnandi (Those Who Fuck me Say I’m Tasty): Gay Sexuality in Reef Townships. In: M. Gevisser, & E. Cameron (eds). Defiant Desire: Gay and Lesbian Lives in South Africa (pp. 158-185). Routledge.Metthe, A. J. (2016). “Resisting Disconnection”: An Exploratory Study of Transgender Adults’ Experiences of Community Support and Resilience [Master’s Thesis, Smith College]. Northampton. https://scholarworks.smith. edu/theses/1751/Meyer, I. H. (2003). Prejudice, Social Stress, and Mental Health in Lesbian, Gay, and Bisexual Populations: Conceptual Issues and Research Evidence. Psychological Bulletin, 129(5), pp. 674-697. https://doi. org/10.1037/0033-2909.129.5.674Meyer, I. H. (2015). Resilience in the Study of Minority Stress and Health of Sexual and Gender Minorities. Psychology of Sexual Orientation and Gender Diversity, 2(3), pp. 209-213. https://doi.org/10.1037/sgd0000132Morgenroth, T., & Ryan, M. K. (2021). The Effects of Gender Trouble: An Integrative Theoretical Framework of the Perpetuation and Disruption of the Gender/Sex Binary. Perspectives on Psychological Science, 16(6), pp. 1113- 1142. https://doi.org/10.1177/1745691620902442Msibi, T. (2012). ‘I’m Used to it Now’: Experiences of Homophobia Among Queer Youth in South African Township Schools. Gender and Education, 24(5), pp. 515-533. https://doi.org/10.1080/09540253.2011.645021Msibi, T., & Jagessar, V. (2015). Restricted Freedom: Negotiating Same-sex Identifications in the Residential Spaces of a South African University. Higher Education Research & Development, 34(4), pp. 750-762. https://doi.org/10 .1080/07294360.2015.1051010Munyuki, C. & Vincent, L. D. (2017). ‘It’s Tough Being Gay’: Gay, Lesbian and Bisexual Students’ Experiences of Being ‘at Home’ in South African University Residence Life. South African Journal of Higher Education, 31(4), pp. 14-33. https://doi.org/10.20853/31-2-869Nadal, K. L., Skolnik, A., & Wong, Y. (2012). Interpersonal and Systemic Microaggressions Toward Transgender People: Implications for Counselling. Journal of LGBT Issues in Counselling, 6(1), pp. 55-82. https://doi.org/10.1 080/15538605.2012.648583Ndelu, S. (2017). Liberation is a Falsehood: Fallism at the University of Cape Town. In: M. Langa (ed). #Hashtag‐Analysis of the #FeesMustFall Movement at South African Universities (pp.58‐82). Centre for the Study of Violence and Reconciliation.Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How Phenomenology can help us Learn from the Experiences of Others. Perspectives on Medical Education, 8(2), pp. 90-97. https://doi.org/10.1007/S40037-019-0509-2Ngidi, N. D., & Dlamini, M. A. C. (2017). Challenging Heteronormative Scripts Through Film and Transformative Pedagogy Among TVET College Students. South African Journal of Higher Education, 31(4), pp. 267-285. https://doi.org/10.20853/31-4-977Peca, K. (2000). Critical Theory in Education: Philosophical, Research. Sociobehavioral, and Organizational Assumptions. New Mexico University.Phipps, C. (2021). Thinking Beyond the Binary: Barriers to Trans* Participation in University Sport. International Review for the Sociology of Sport, 56(1), pp. 81-96. https://doi.org/10.1177/1012690219889621Pietkiewicz, I., & Smith, J.A. (2014). A Practical Guide to Using Interpretative Phenomenological Analysis in Qualitative Research Psychology. Psychological Journal, 18(2), pp. 361-369.Power, E. M. (1999). An Introduction to Pierre Bourdieu’s Key Theoretical Concepts. Journal for the Study of Food and Society, 3(1), pp. 48-52. https://doi. org/10.2752/152897999786690753Rothmann, J., & Simmonds, S. (2015). ‘Othering’ Non-normative Sexualities Through Objectification of ‘the Homosexual’: Discursive Discrimination by Pre-service Teachers. Agenda, 29(1), pp. 116-126. https://doi.org/10.10 80/10130950.2015.1010288Runté, M., & Mills, A. J. (2004). Paying the Toll: a Feminist Post‐structural Critique of the Discourse Bridging Work and Family. Culture and Organization, 10(3), pp. 237-249. https://doi.org/10.1080/14759550412331297165Sanger, N. (2014). Young and Transgender: Understanding the Experiences of Young Transgender Persons in Educational Institutions and the Health Sector in South Africa. Gender Dynamix. http://tholwanaemolemo.co.za/ GDXtransyouth2015-web%20(1).pdfSchatzki, T. R., Knorr-Cetina, K., & Von Savigny, E. (eds). (2001). The Practice Turn in Contemporary Theory. Routledge.Seil, D. (1997). Dissociation as a Defense aAgainst Ego-dystonic Transsexualism. In: B. Bullough, V. L. Bullough and J. Elias (eds). Gender Blending (pp. 137-145). Prometheus Books.Siegel, D. P. (2019). Transgender Experiences and Transphobia in Higher Education. Sociology Compass, 13(10), pp. 1-13. https://doi.org/10.1111/ soc4.12734Sithole, S. (2015). Challenges Faced by Gay, Lesbian, Bisexual and Transgender (GLBT) Students at a South African University. TD: The Journal for Transdisciplinary Research in Southern Africa, 11(4), pp. 193-219. https://doi. org/10.4102/td.v11i4.54South Africa. (2020). Protection of Personal Information Act 4 of 2013. Pieters & Associates.Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins.Stones, S., & Glazzard, J. (2019). Using Minority Stress Theory as a Conceptual Lens to Frame the Experiences of Teachers Who Identify as LGBTQ+. International Journal of Learning, Teaching and Educational Research, 18(7), pp. 1-15. https://doi.org/10.26803/ijlter.18.7.1Swarr, A. L. (2009). ‘Stabane,’ Intersexuality, and Same-Sex Relationships in South Africa. Feminist Studies, 35(3), pp. 524-548. http://www.jstor.org/ stable/40608390Thorpe, A. (2017). Where Ddo We Go? Gender Identity and Gendered Spaces in Postsecondary Institutions. Antistasis, 7(1), pp. 1-12. https://journals.lib. unb.ca/index.php/antistasis/article/view/25468Throop, C. J., & Murphy, K. M. (2002). Bourdieu and Phenomenology: A Critical Assessment. Anthropological Theory, 2(2), pp. 185-207. https://doi. org/10.1177/1469962002002002630Tshilongo, T., & Rothmann, J. (2019). A Sociological Exploration of the Need for Safe Spaces for Lesbian and Gay Students on a South African University Campus. Transformation in Higher Education, 4 (77), pp. 1-12. https://doi. org/10.1177/1469962002002002630Ubisi, L. (2021). Queering South Africa’s Protective School Policy for LGBT+ Youth: The Nare Mphale Case. Journal of Educational Studies, 1(1), pp. 106-138. https://journals.co.za/doi/abs/10.10520/ejc-jeds_v2021_nsi1_a7#:~:text=Nare%2C%20who%20has%20since%20 passed,school%20polices%20for%20LGBT%2B%20youth.Van den Akker, H., Van der Ploeg, R., & Scheepers, P. (2013). Disapproval of Homosexuality: Comparative Research on Individual and National Determinants of Disapproval of Homosexuality in 20 European Countries. International Journal of Public Opinion Research, 25(1), pp. 64-86. https://doi.org/10.1093/ijpor/edr058Whitley, C. T., Nordmarken, S., Kolysh, S., & Goldstein‐Kral, J. (2022). I’ve Been Misgendered so Many Times: Comparing the Experiences of Chronic Misgendering Among Transgender Graduate Students in the Social and Natural Sciences. Sociological Inquiry, 92(3), pp. 997-1000. https://doi. org/10.1111/soin.12482Benjumea, M. (2004). La motricidad, corporeidad y pedagogía del movimiento en educación física. I Simposio Latino Americano de Motricidad Humana.Benjumea Pérez, M. M. (2011). La motricidad como dimensión humana: Un enfoque transdisciplinar. Instituto internacional del saber.Cagigal, J. María. (2004). La pedagogía del deporte como educación. INEF-Galicia.Montoya, H. Trigo, E. (2015). Motricidad humana: aportes a la educación física, recreación y Deporte. Colección Léeme.Norbert, E. Dunning, E. (1992). Deporte y Ocio (en el proceso de la civilización). Fondo de cultura económica.Gallo, L. (2009). Los discursos de la educación física contemporánea. Kinesis.Olivera, J. (2006). José María Cagigal y su contribución al humanismo deportivo. Revista Internacional de Sociología (RIS), 64(44), 207-235.De Bono, E. (1994). El pensamiento creativo. El poder del pensamiento lateral para la creación de nuevas ideas. Paidós Mexicana, S. A.Guilford, J., & P. Strom, R. D. (1978) Creatividad y educación. Paidós.Lambert, M. (2001). Como ser más creativo. Mensajero.Ley 1448 de 2011, 10 de junio de 2011, Diario Oficial de la República de Colombia, número 48.181.Skliar, C. (2015). Preguntar la diferencia: cuestiones sobre la inclusión. Sophia, 11(1), 33-43.Unesco. (2005). Guidelines for inclusion: Ensuring Access to Education for All.Delors, J. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of thar treasure 15 years after its publication? International Review of Education, 59(3), 319-330.Departamento Nacional de Planeación. (2016) Lineamientos para la implementación del enfoque de derechos y la atención diferencial a grupos étnicos en la gestión de entidades territoriales. https://bit.ly/3T9POagGonzález, O. (2009). Interculturalidad y ciudadanía. Los pueblos indígenas de Venezuela: excluidos originarios. Anuario GRHIAL, 3,120-132Mosonyi, E. (2009). Una mirada múltiple sobre la interculturalidad y la diversidad. Cuadernos del GIECAL, (4)Unesco (2012). Guía fácil 1. Cultura y nuestros derechos culturales. https://bit. ly/419qvXRDerechos Reservados - Universidad Católica de Colombia, 2023info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)https://creativecommons.org/licenses/by-sa/4.0/Deportes - Aspectos antropológicosAptitud creadoraIntegración socialXIII Foro por la Vida - Experiencias y redescubrimientos del cuerpoRevistahttp://purl.org/coar/resource_type/c_2f33http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/LIBinfo:eu-repo/semantics/publishedVersionPublicationORIGINALXIII FORO POR LA VIDA 2023.pdfXIII FORO POR LA VIDA 2023.pdfapplication/pdf420498https://repository.ucatolica.edu.co/bitstreams/a5c2d9cc-ed99-4d75-989e-80873413465b/downloadc88a5848c6e001e7e82025fcba573cbbMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repository.ucatolica.edu.co/bitstreams/b3d2e6e9-9870-4642-9bf5-9eaf41400431/download73a5432e0b76442b22b026844140d683MD52TEXTXIII FORO POR LA VIDA 2023.pdf.txtXIII FORO POR LA VIDA 2023.pdf.txtExtracted texttext/plain101044https://repository.ucatolica.edu.co/bitstreams/874713dc-abcd-47ba-aa6f-ee54a1ef8677/download1401983206f4144f0f80a3daf6d3ba43MD53THUMBNAILXIII FORO POR LA VIDA 2023.pdf.jpgXIII FORO POR LA VIDA 2023.pdf.jpgGenerated Thumbnailimage/jpeg7899https://repository.ucatolica.edu.co/bitstreams/679ff25f-fcc3-44da-b1bd-847cb5893268/downloadd8710137fb268763b7c73d98f026192eMD5410983/31244oai:repository.ucatolica.edu.co:10983/312442024-06-25 03:01:34.516https://creativecommons.org/licenses/by-sa/4.0/Derechos Reservados - Universidad Católica de Colombia, 2023https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.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

XIII Foro por la Vida - Experiencias y redescubrimientos del cuerpo

Publicaciones similares