Helena C. Araújo

Changing femininity, changing concepts of citizenship in public and private spheres

This article reports on an EU-funded project conducted in Greece, Portugal, England and Wales. Data were collected from male and female student teachers using surveys, interviews and focus groups. The project investigated their understanding of citizenship and the role of men and women in public and private life. Patemans (1988) concept of a sexual contractwas used to discover how student teachers understood changing relations between men and women. Young professionals in each country had relatively similar representations of the public sphere, which was seen as a distant sphere in which masculine power was unchallenged. The tension between power and femininity was articulated differently by men and women. Cross-national comparisons revealed how women in different European countries struggle (albeit in different ways) over gender relations in family life and in everyday social contexts. Although gender relations are changing, the primary context for female citizenship is still predominantly the family. The sexual contract remains therefore a key theme to be considered in relation to the education of citizens.

Teachers, Gender and the Discourses of Citizenship

ABSTRACT This paper reports the findings of a sociological research project ‘Promoting Equality Awareness: women as citizens’, funded by the European Commission. The first stage of the research explored how a new generation of teachers in Greece, Spain, Portugal, England and Wales understood the concept of ‘citizenship’ and how gender relates to it. Selective current debates on the nature of citizenship within the field of education are reviewed. Arguments about the cultural and historical basis of citizenship are used to develop an analytical framework identifying three main discourses; political, moral and egalitarian. We show how each discourse constructs notions of the good citizen. The data suggests that male and female respondents position themselves differently with respect to these culturally and historically dominant discourses of citizenship, and that each discourse has implications for women as citizens.

Stories of Belonging: Ukrainian Immigrant Children's Experiences of Portugal

This article is situated within the literature examining the experiences of inclusion and exclusion by immigrant pupils in relation to the educational and social environment in the receiving country. It draws on data from a small, exploratory qualitative research study conducted in a supplementary school context in Portugal to explore how Ukrainian immigrant children (aged 12–16) negotiate their sense of belonging in Portugal. Specifically, the ways in which the young immigrants relate to and construct the locations such as ‘home’, i.e. a country of origin, and a ‘host’ country, i.e. Portugal, are considered; which resources they draw on in the process of their identity construction, as well as which places become particularly significant in the process of their identity formation. There is a particular focus on how Ukrainian children experience in-/exclusion and relationships in the mainstream Portuguese school.

The multicultural experience of international students in Portugal: a narrative approach

Purpose The aim of this paper is to explore qualitatively and holistically the experience of international students in the context of Portuguese higher education. This paper interrogates the potential that an experience abroad provides for multicultural learning and for enhancing interaction between students with different cultural backgrounds. Design/methodology/approach To provide depth to the understanding of their experiences abroad, the narratives of 12 international students in Portugal were constructed and analysed interpretatively. The findings presented in this paper result from a solid set of data based on 41 interviews with an average duration of two hours each. Findings Regarding students’ levels of multicultural contact, the findings presented in this paper are not consistent with previous research literature which indicates a tendency for segregation among international and local students. Aside from one exception, all the interviewed students were rather comfortable to interact with their local peers and even established meaningful friendships with them. Concerning students’ learning throughout the sojourn, the findings indicate that the experience of living in a different country provides numerous opportunities for multicultural learning. Research limitations/implications Even though the findings suggest that multicultural learning is part of international students’ lives, it is beyond the scope of this paper to identify institutional strategies to further support students’ learning. Originality/value The study adds to knowledge production in the field of multicultural education by bringing data from Portugal, a country seldom approached in the research literature.

“You went to Europe and returned different”: Transformative learning experiences of international students in Portugal

Despite the increase of research on international students, the complexity of their learning experiences is yet to be fully understood. This study seeks to provide an expanded vision of their learning by considering students’ experiences beyond formal educational spaces, focusing especially on their out-of-classroom experiences. To achieve this, the narratives of 12 international students in Portugal were analysed in light of the theory of transformative learning. The results indicate that all students experienced particular forms of learning as an outcome of their international experience and were engaged in transformative learning processes. Moreover, the theory of transformative learning proved to be an appropriate analytical tool for understanding the learning narratives of international higher education students. Through the analysis of the transformative effects of engaging with a foreign cultural context, this paper makes a contribution to the ongoing debate on transformative learning and the experience of international students in the European context.

Networking in education: From concept to action – An analytical view on the Educational Territories of Priority Intervention (TEIP) in Northern Portugal:

This article presents an analysis of school principals’ perspectives on networking concerning schools and school clusters from areas of social vulnerability (Educational Territories of Priority Intervention (TEIP)) in Northern Portugal. The meanings, purpose, benefits and difficulties of networking in education are examined, based on interviews with school principals. The concept of networking has a theoretical, conceptual and methodological organising function. The data show that networking, partnership and collaboration are used similarly when considering the work inside the school and between schools, as well as with the outside community. Networking is viewed as crucial for the school, and benefits are underlined both for the school and for students and teachers. The culture of isolation and individualism in teachers’ work is a challenge schools face. Although there is a wide recognition of the value of networking in education, there is an equally wide and diverse perspective on it as well as on strategies to implement it.

Young Portuguese construction of educational citizenship: commitments and conflicts in semi-disadvantaged secondary schools

This paper represents a contribution to ongoing debates in the Journal of Youth Studies concerning young adults, in particular, those that address young adult citizenship and ‘voice’ and which take into account the generational political, economic and cultural processes that both frame and shape their citizenship construction. The potential impact of the enactment of citizenship on the daily lives of young adults is at focus as we address the ways in which they express the attainment and desire for educational citizenship in their current lives, with particular emphasis on participation and the construction of knowledge. Educational citizenship of rights and knowledge is seen as a political and cultural right and as an opportunity. Young Portuguese adults were consulted in their final school year in semi-disadvantaged schools and regions. Consultation was supported on focus group discussion and individual in-depth interviews.

‘When you welcome students without borders, you need a mentality without borders’ internationalisation of higher education: evidence from Portugal

ABSTRACT Compared to other major players in the global market of international education, internationalisation of higher education has only recently become a relevant topic in Portugal. In line with the worldwide increase of international students, Portuguese universities are also experiencing a growing in-flow of students willing to obtain a foreign tertiary degree. Anchored in international students’ perceptions, this paper aims to understand how Portuguese universities deal with the increased diversity of their student bodies. The data result from an in-depth qualitative approach guided by the methodological assumptions of narrative inquiry and are analysed in the light of theories of multiculturalism. The findings give an account of numerous weaknesses in the way Portuguese universities tackle diversity, suggesting that institutional structures may reinforce assimilationist and deficit views of international students. Finally, considering that universities from other ‘catch-up’ countries may be confronted with similar issues, some empirically based recommendations are offered.

Women in the driving seat: Eastern European immigrant women's citizenship, participation and educational inclusion in Portugal

This paper is a case study of Eastern European immigrant womens social inclusion in Portugal through civic participation. An analysis of interviews conducted with women leaders and members of two ethnic associations provides a unique insight into their migrant pathways as highly educated women and the ways in which these women are constructing their citizenship in new contexts in Northern Portugal. These womens accounts of their immigrant experience embrace both the public realm, in using their own education and their childrens as a means of integration but also spill over into ‘non-public’ familial relationships at home in contradictory ways. These include the sometimes traditional, gender-defined division of labour within the associations and at home and the new ways that they negotiate their relative autonomies to escape forms of violence and subordination that they face as women and immigrants.

Sexualities, teenage pregnancy and educational life histories in Portugal: experiencing sexual citizenship?

This article focuses on Portuguese working-class teenage girls’ voices and experiences concerning sexuality and pregnancy. Within a sociological, feminist and educational framework, it explores the girls’ perspective on sexual and intimate citizenship as evidence of fairer forms of regulation of teenage sexualities. Through building life histories of three pregnant and teenage mothers, this article aims to understand how girls rehearse and live out their sexualities and pregnancies as well as listen to their voices and recognise their demand for inclusion and respect. Gender power relations emerge as central in configuring girls’ pathways and shed light on youth pregnancy.