Estrategias de visibilización y procesos de identificación boliviana en la prensa gráfica y en la red social Facebook, en dos ciudades del centro de la provincia de Buenos Aires, Argentina

Los usos y las formas de identificación intra y extra grupo a través de los medios de comunicación son aspectos escasamente explorados en los estudios sobre las identidades en ciudades de tipo intermedias del centro de la provincia de Buenos Aires, Argentina. Por ello, el objetivo de este trabajo consiste en analizar y discutir los modos en que se visibilizan y construyen las representaciones y manifestaciones de los inmigrantes y descendientes bolivianos, específicamente en la red social Facebook y en la prensa gráfica local de las ciudades de Olavarría y Azul. Se pretende contribuir a la comprensión de la manera en que se producen los diversos discursos y saberes de estos grupos, así como identificar a estos medios de comunicación como instrumentos que posibilitan intervenir desde otros espacios de reconocimiento y legitimidad.

Cooperativism, entrepreneurship and economic development: a linking theoretical model

Cooperatives, as a kind of firms, are considered by many scholars as an remarkable alternative for overcoming the economic crisis started in 2008. Besides, there are other scholars which pointed out the important role that these firms play in the regional economic development. Nevertheless, when one examines the economic literature on cooperatives, it is detected that this kind of firms is mainly studied starting from the point of view of their own characteristics and particularities of participation and solidarity. In this sense, following a different analysis framework, this article proposes a theoretical model in order to explain the behavior of cooperatives based on the entrepreneurship theory with the aim of increasing the knowledge about this kind of firms and, more specifically, their contribution to regional economic development.

Pupil participation in school life: an approach from the educational community

The Convention on the Rights of the Child (CRC, 1989) is currently the most ratified international treaty. Several authors have highlighted its potential for both a moral education and citizenship. However, paradoxically, different studies report its limited or occasional incorporation into school practices. This article explores experiences of participation in schools,the third P of the CRC, from the plurality of voices and actors of the educational community,by means of 14 discussion groups in 11 autonomous communities in Spain. Discourse analysis evidence low levels of student participation in school life. But, at the same time, a favorable educational environment for the development of projects that contribute to child participation is found, as well as for the incorporation of the CRC as a mover and a referential integrator of the different schools projects. However, it is also an educational background conductive to projects for its development, such as the incorporation of the CRC as a referential integrator of the schools projects.