Principals' leadership practices and learning results. Toward concepts capable of guiding empirical investigationPRÁCTICAS DE LIDERAZGO DIRECTIVO Y RESULTADOS DE APRENDIZAJE. HACIA CONCEPTOS CAPACES DE GUIAR LA INVESTIGACIÓN EMPÍRICA

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dc.article.number103302
dc.contributor.authorWeinstein J.
dc.contributor.authorMunoz G.
dc.contributor.authorGaray S.
dc.contributor.authorHorn A.
dc.contributor.authorMarfan J.
dc.contributor.authorUribe M.
dc.contributor.authorConcha C.
dc.contributor.authorVolante P.
dc.contributor.authorAnderson S.
dc.date.accessioned2024-11-01T07:00:24Z
dc.date.available2024-11-01T07:00:24Z
dc.date.issued2009
dc.description.abstract© 2022 Centro de Estudios de Promoción de la Lectura y Literatura Infantil, Universidad de Castilla-La Manc. All rights reserved.This article explores reading mediators’ literary mediation in adverse contexts and unconventional spaces (such as camps, hospitals, community centres, and others) in Mexico and Chile. Through a deductive thematic analysis of 20 interviews, a relationship is established between literary mediation and Joan Tronto’s (1993) four categories of the ethics of care (caring about, caring for, caregiving, and care receiving). It is concluded that literary mediation in these contexts takes the form of an accompaniment that is organized through an emerging methodology with communities. This methodology focuses on listening and is intuitively oriented and situated, which supports both recreational and diversion practices, as well as processes of self-knowledge and emotional containment. The discussion centres on how this mediation practice engages with both a humanitarian logic of care and with practices that decentralize the book’s authority and stature to pursue other relationalities.
dc.description.funderANID
dc.description.funderHealth Science Department, Faculty of Medicine
dc.description.funderNational Agency for Research and Development
dc.description.funderPontificia Universidad Católica de Chile
dc.format.extent33 páginas
dc.fuente.origenScopus
dc.identifier.doi10.18239/ocnos_2022.21.1.2714
dc.identifier.eisbn978-9978-10-270-1
dc.identifier.eissn1696-64713
dc.identifier.issn16964713
dc.identifier.pubmedidMEDLINE:34479345
dc.identifier.scopusidSCOPUS_ID:84912521908
dc.identifier.urihttps://doi.org/10.18239/ocnos_2022.21.1.2714
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88423
dc.identifier.wosidWOS:001001873500007
dc.information.autorucFacultad de Educación
dc.information.autorucFacultad de Educación; Marfan Sanchez, Javiera; S/I; 2692
dc.issue.numero3
dc.language.isoes
dc.nota.accesoSin adjunto
dc.pagina.final33
dc.pagina.inicio19
dc.relation.ispartofREICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion
dc.revistaREICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion
dc.rightsregistro bibliográfico
dc.subjectadverse contexts
dc.subjectbibliotherapy
dc.subjectethics of care
dc.subjectLiterary mediation
dc.subjectliterature
dc.subjectreading
dc.titlePrincipals' leadership practices and learning results. Toward concepts capable of guiding empirical investigationPRÁCTICAS DE LIDERAZGO DIRECTIVO Y RESULTADOS DE APRENDIZAJE. HACIA CONCEPTOS CAPACES DE GUIAR LA INVESTIGACIÓN EMPÍRICA
dc.typeartículo
dc.volumen7
sipa.codpersvinculados2692
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-11-2024
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