Suchergebnisse

Son bien conocidas las tensiones entre juristas y economistas en torno a la exigibilidad de los derechos económicos, sociales y culturales. Mientras para los economistas más ortodoxos los derechos sociales son simples declaraciones, para los juristas más progresistas los derechos sociales, al igual que los derechos civiles y políticos, son plenamente exigibles a través de mecanismos judiciales y no judiciales. En el ámbito de estos últimos mecanismos, especial lugar ocupan las políticas públicas. Conforme con este marco, este ensayo llama la atención sobre la necesidad de que las políticas educativas se diseñen e implementen con fundamento en el contenido del derecho a la educación y las obligaciones constitucionales e internacionales del Estado colombiano en la materia. El ensayo se estructura en tres acápites: (i) presenta algunas reflexiones que ponen en evidencia la distancia entre la política educativa y el derecho a la educación; (ii) sintetiza el contenido fundamental del derecho a la educación y las obligaciones del Estado; y (iii) presenta un conjunto de indicadores a partir de los cuales se puede valorar el éxito de las políticas en lo que se refiere al respeto, protección y realización del derecho a la educación. ; The tensions between Jurists and economists are well known in regard to the issue of enforcing economic, social and cultural rights. While for most orthodox economists, social rights are simple declarations, for the most progressive jurists, social rights, as with civil and political rights, are fully enforceable though judicial and non judicial mechanisms. In the matter of non judicial mechanisms, public policies have a special place. Within this framework, this essay draws attention to the necessity of designing and implementing education policies based on the content of the right to education and the State's constitutional and international state obligations in this regard. This article has been structured into three parts: (i) reflections that demonstrate the wide gap between education policies and educational rights; (ii) a summary of fundamental educational rights and State obligations; and (iii) a presentation of a group of benchmarks that will allow policies to be evaluated in terms of the respect, defence and guarantee of educational rights.

Son bien conocidas las tensiones entre juristas y economistas en torno a la exigibilidad de los derechos económicos, sociales y culturales. Mientras para los economistas más ortodoxos los derechos sociales son simples declaraciones, para los juristas más progresistas los derechos sociales, al igual que los derechos civiles y políticos, son plenamente exigibles a través de mecanismos judiciales y no judiciales. En el ámbito de estos últimos mecanismos, especial lugar ocupan las políticas públicas. Conforme con este marco, este ensayo llama la atención sobre la necesidad de que las políticas educativas se diseñen e implementen con fundamento en el contenido del derecho a la educación y las obligaciones constitucionales e internacionales del Estado colombiano en la materia. El ensayo se estructura en tres acápites: (i) presenta algunas reflexiones que ponen en evidencia la distancia entre la política educativa y el derecho a la educación; (ii) sintetiza el contenido fundamental del derecho a la educación y las obligaciones del Estado; y (iii) presenta un conjunto de indicadores a partir de los cuales se puede valorar el éxito de las políticas en lo que se refiere al respeto, protección y realización del derecho a la educación. ; The tensions between Jurists and economists are well known in regard to the issue of enforcing economic, social and cultural rights. While for most orthodox economists, social rights are simple declarations, for the most progressive jurists, social rights, as with civil and political rights, are fully enforceable though judicial and non judicial mechanisms. In the matter of non judicial mechanisms, public policies have a special place. Within this framework, this essay draws attention to the necessity of designing and implementing education policies based on the content of the right to education and the State's constitutional and international state obligations in this regard. This article has been structured into three parts: (i) reflections that demonstrate the wide gap between education policies and educational rights; (ii) a summary of fundamental educational rights and State obligations; and (iii) a presentation of a group of benchmarks that will allow policies to be evaluated in terms of the respect, defence and guarantee of educational rights.

Esta investigacion propone un modelo empirico que falsea las distintas hipotesis explicativas sobre los determinantes del desplazamiento forzado. Segun los resultados empiricos no se puede argumentar que los desplazamientos se presentan en los municipios ricos o pobres, pero si se puede argumentar que se producen en zonas con alto potencial economico en donde por la existencia de fuertes mecanismos concentradores del ingreso, baja participacion politica y altos niveles de impunidad, las comunidades viven en condiciones de vulnerabilidad, que van mas alla de la pobreza; el conflicto armado. ; This research tries to pose an empirical model that denies thedifferent alternative hypothesis about the determinants of forceddisplacement in Colombia. According to the empirical results itis not correct to state that displacements take place in rich orpoor counties, but it is correct to argue that displacements takeplace in areas of great economic potential in which, given theexistence of strong income concentration mechanisms, scarce political participation and high impunity levels, the communitieslive under vulnerable conditions that go beyond poverty; armed conflict.

"Bringing together the voices of nine individuals from an archive of over 200 in-depth interviews with transnational migrants and refugees across five European countries, Finding Home in Europe critically engages with how home is experienced by those who move. Subaltern migrants and refugees speak out, conceptually engaging with the political strength of their voices as this volume seeks to combat the notion that these people are 'out of place' or cannot claim their right to belong"--

AbstractIs return migration a form of 'homecoming', as common sense would have it? While increasing research has addressed both its determinants and the underlying lived experience, still lacking is a systematic revisit of return through the prism of home studies. Based on a multiscalar approach to home and on our fieldwork into Ecuadorian migration, we explore return as a life transition between separate geographic spaces and biographical times; in essence, as an ongoing interplay between different views, forms and scales of home. What potential returnees construct as home, how different this is from the past, and on what spatial and temporal scales they (re)locate their sense of home, are all critical influences on their return orientations and practices. Overall, little generalization can be made about the shifting temporalities and spatialities of return migration. Nonetheless, reconstructing the attendant (re)locations of home affords a more nuanced and sensitive understanding of it.

Abstract
Many case studies on the rationale and purpose of transnational housing initiatives and so-called remittance houses have been published over the past two decades. Still missing, though, is a framework to illustrate the conceptual value of researching these buildings and their ways of mediating the relationships between movers and stayers. With a view to this, the article illustrates what remittance houses 'do' to narrow down the gaps that emerge—in space, time, status, and knowledge—between migrants and their communities of origin. As our fieldwork with Ecuadorian migrants in Europe and their left-behind counterparts shows, remittance houses are more than investments, or resources for migrants' emotional attachment and dreams of return. They are also central to the negotiation of class, status and belonging, and to the very interplay between housing and home along the course of migration. As 'agents' in themselves, these houses shape the transnational connections between distant and disparate places, and the circulation of home-related ideas and practices across them. Over time, they embody a variety of meanings and expectations that, unlike the buildings, are far from fixed or immobile.

Comment étudier aujourd'hui la mobilité, en pratique ? Les nombreux plaidoyers en faveur des ethnographies multi-situées ont favorisé la multiplication des enquêtes qualitatives internationales ; mais la transnationalisation de méthodes ethnographiques, développées à l'échelle locale, suscite de nouveaux défis. Dans cet article, les membres du projet erc homi n g partagent les difficultés rencontrées, et solutions développées, pour mener une enquête qualitative, à travers dix pays. Les auteurs reviennent plus précisément sur les stratégies mises en œuvre, dans le cadre de leurs recherches ethnographiques transfrontalières, pour (1) revisiter le pacte ethnographique entre enquêteurs et enquêtés ; (2) mutualiser les données entre sites, et entre chercheurs ; (3) alterner phases de terrain individuelles et analyses collectives afin de favoriser des processus de cognition distribuée. Ce faisant, cet article pose des jalons pour stimuler la production de connaissances qualitatives nouvelles sur les mobilités contemporaines.