Cristina Zhang Yu

Cristina Zhang Yu
University of Barcelona | UB · Departament de Teoria i Història de l'Educació

MS in Educational Psychology

About

4
Publications
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Introduction
Interuniversity Master Degree in Educational Psychology, with interests in interculturality and identity. Currently, I am working on my PhD proposal about familiar narratives in the construction of identity among students with immigrant family with and autoetnographic approach. Also, I am collaborating in the research group "Entorns i Materials per l'aprenentatge" (emagrup.eu) in Faculty of Education.

Publications

Publications (4)
Article
Full-text available
El propósito de este trabajo es examinar el uso y la apropiación de los dispositivos móviles por parte de los ciudadanos inmigrantes para su inclusión social. La investigación ha seguido una metodología basada en el diseño participativo. Los datos se han obtenido a través de diez talleres realizados en cinco entidades de acogida y acompañamiento de...
Technical Report
Full-text available
El proyecto APPS4ME (www.apps4me.es), impulsado por diferentes investigadores de la Facultad de Educación de la Universidad de Barcelona, pretende aportar mayor conocimiento sobre los usos de las tecnologías de personas migradas en la ciudad de Barcelona, para contribuir al desarrollo de proyectos encaminados hacia una acción comunitaria que permit...
Article
Full-text available
Este ensayo trata de ser un pequeño espacio de reflexión personal y profesional que surge a raíz de la lectura Identidades en proceso de construcción: ¿y tú, cómo me ves? de Irina Rasskin (2007), una etnografía que toma como objetivo entender cómo se da el proceso de (co)construcción en la identidad colectiva de una clase multicultural cuando se tr...
Article
Full-text available
Nuestras actividades sociales y educativas se dan cada vez más a través del uso de las Tecnologías de la Información y la Comunicación (a partir de ahora, TIC). No obstante, nuestro conocimiento de éstas es limitado y en ocasiones no sabemos qué hacer ante un error o limitación tecnológica para realizar alguna actividad. Por ello, la codigoalfabeti...

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Projects

Projects (2)
Project
The results of the latest available PISA report show, once again, the existence of statistically significant differences between autochthonous and foreign students; even when the variables familiarity with the language and socioeconomic level are controlled (OECD, 2016). Improving academic performance and educational inclusion appear to be challenges in contemporary societies in general and significantly in the case of Spain, in particular, due to the transformation of the school geography in the last decades. The Funds of Knowledge approach emerged in the 1990s in the state of Arizona (USA) with the aim of improving the school learning of foreign students through educational contextualization processes. The approach, which at the same time is embodied in a Participatory Action-Research project, tarts from the premise that all families, beyond their social and cultural diversity, have certain knowledge and skills ("Funds of knowledge ").Teachers, after visiting their students’ homes, empirically identify such knowledge and skills to incorporate them into the classroom through the establishment of links between the curriculum and the contexts and practices of students' lives. In this sense, the notion of "funds of identity” has recently been suggested to refer to the people, places, practices, cultural artifacts and social institutions that are relevant and meaningful according to the learners’ perception of themselves. The challenge is thus to link the curriculum with the students’ funds of identity together with the funds of knowledge of their families. Although the notion Funds of identity has been incorporated in the Funds of knowledge approach, more research is needed to document in depth the process through which it is implemented. For this purpose, the fundamental objective of the requested project is to contribute to the knowledge of this line of research and educational intervention. Specifically, the project aims to: i) Identify, describe, analyze and evaluate the implementation of the Funds of Knowledge and Identity approach; ii) Identify and describe funds of knowledge and identity specifically related to physical activity and sport; and iii) To develop a theoretical and methodological framework around what will be proposed as the Funds of Knowledge and Identity Approach 2.0. To achieve these objectives, we aim to MEMORIA CIENTÍFICO-TÉCNICA DE PROYECTOS INDIVIDUALES (TIPO A o B) adopt a qualitative multi-method approach which combines the creation of study groups as framework scenarios for Participatory-Action- Research, with individual and group interviews, and product collection (identity artifacts) developed by the students. The participants will be students, teachers, and families from five State infant, primary and secondary schools. The design includes three phases. The first one aims to select the 5 educational centers, to develop the protocols of implementation of the approach, as well as the design and activation of the web page of the project. The second involves the creation of study groups, visits to students’ homes and design of educational activities. And the t hird aims to evaluate the impact of the program, as well as the analysis of the results and their dissemination. KEY WORDS: Inclusion, educational contextuali ation, funds of knowledge, family-school, funds of identity, qualitative research.
Project
El proyecto tiene como objetivo investigar sobre el empoderamiento de los ciudadanos inmigrantes en riesgo de exclusión a través del uso de las tecnologías digitales. Se utiliza una metodología de diseño participativo