Papers by Carolina Muñoz Proto
WHEN I HEARD ABOUT THE MARCH”: TESTIMONIES AND PARTICIPATORY ARCHIVING IN PEACEBUILDING by Caroli... more WHEN I HEARD ABOUT THE MARCH”: TESTIMONIES AND PARTICIPATORY ARCHIVING IN PEACEBUILDING by Carolina Muñoz Proto Adviser: Professor Michelle Fine This dissertation studies the Memoscopio archive and its collection of testimonies about the 2009 World March for Peace and Nonviolence (the March). This collection came into existence during 2009 and 2010 through a participatory archiving project carried out by a team of peace advocates and researchers in collaboration with March participants. The March was a transnational and decentralized campaign that promoted peace, nonviolence, and justice through activities in 600 cities, social media, and a three-month march around the world. Through the case of Memoscopio and the March, this dissertation explores the personal and cultural meanings of transnational peace marchers in a globalized and digital world. In addition, it analyzes the transformatory uses of testimonies, and the ways in which March participants rejected normalized violence an...
Afterschool Matters, 2015
This investment, in turn, brings increased pressure to continually prove to funders that youth de... more This investment, in turn, brings increased pressure to continually prove to funders that youth development programs affect student outcomes (Zeller-Berkman, 2010). The increased emphasis on accountability has sometimes forced community-based organizations (CBOs) to maintain a myopic focus on outcomes that are easily measurable but not necessarily the most important (Fusco, Lawrence, Matloff-Nieves, & Ramos, 2013). Underfunded nonprofits can feel overwhelmed by the intense emphasis on producing “evidence-based” outcomes, especially if evaluation feels like an “add-on” rather than being aligned with and integrated into program goals. Sarah Zeller-Berkman, Carolina Muñoz-Proto, and María Elena Torre
Perfiles Educativos, 2017
El artículo ofrece resultados de un estudio de caso de una escuela pública de Barcelona con alta ... more El artículo ofrece resultados de un estudio de caso de una escuela pública de Barcelona con alta presencia de alumnado perteneciente a grupos culturales minoritarios. Se desarrollaron observaciones participantes de aula y entrevistas activas a profesores con la finalidad de comprender sus prácticas pedagógicas. El análisis etnográfico de los datos evidencia la existencia de un conjunto de tensiones en torno a la forma en que la diversidad cultural es gestionada por el profesorado; estas tensiones condicionan la pertinencia cultural de dichas prácticas, los espacios de convivencialidad que promueven, así como las oportunidades de participación que ofrecen a sus participantes. La discusión ofrece reflexiones en torno a la forma en que tradicionalmente se aborda la diversidad cultural en la escuela, con el propósito de contribuir al desarrollo de programas de formación inicial docente orientados a la justicia social y al desarrollo de escuelas más equitativas.
Social and Personality Psychology Compass, 2016
Journal of Social Issues, 2013
As a project, Memoscopio sits at the intersection of activism, social research, and advocacy. Roo... more As a project, Memoscopio sits at the intersection of activism, social research, and advocacy. Rooted in the tradition of participatory action research (PAR), Memoscopio studies the significance of an international grassroots campaign titled The World March for Peace and Nonviolence (the March). In this article, we identify four conditions that have enabled the Memoscopio PAR team to explore impact validity, which include: (1) the nature of the March (2) the collaboration with its organizers; (3) the nature of the intended audience; and (4) the multidisciplinary composition of the Memoscopio PAR team. In addition, we reflect upon the process of designing and implementing research practices and products that are relevant and useful to the advocacy work of the organizations, communities, and movements that inspired the March.
Feminism & Psychology, 2015
In this paper, the performance analysis of wind turbine as a distributed generation unit is prese... more In this paper, the performance analysis of wind turbine as a distributed generation unit is presented. In this study a model of wind power is driven by an induction machine. Wind power that is distributed generation is capable of supplying power to ac power distribution network. Wind power generation system is modeled and simulated using Matlab Simulink software such that it can be suitable for modeling some kind of induction generator configurations. To analyze more deeply the performance of the wind turbine system, both normal and fault conditions scenarios have been applied. Simulation results prove the excellent performance of the wind power unit under normal and fault conditions in the power distribution system.
Empiria. Revista de metodología de ciencias sociales
El giro de las ciencias sociales hacia lo narrativo ha permitido abordar la experiencia humana en... more El giro de las ciencias sociales hacia lo narrativo ha permitido abordar la experiencia humana en su dimensión socio-histórica y psicosocial a través del estudio de relatos biográficos, relatos breves de experiencia, y otras formas de narración (Bernasconi, 2011; Capella, 2013; Chase, 2015; Cornejo, Mendoza y Rojas, 2008; Daiute y Lightfoot, 2004; Doucet y Mauthner, 2008; Josselson y Lieblich, 1993). A la luz de estos avances, presentamos aquí el proceso de diseño teórico-metodológico de un estudio sobre no-violencia y activismo ciudadano que se centró en las historias de vida de activistas de la tercera edad quienes participaron de la izquierda armada chilena en su juventud. A través de la discusión del proceso de diseño del estudio en cuestión, el artículo aborda los desafíos éticos, relacionales y técnicos que enfrentamos cuando optamos por una práctica investigativa centrada en la recopilación y análisis de relatos de lucha social en un contexto de posconflicto. El diseño result...
In recent years, psychologists have begun to use video more frequently in qualitative research, i... more In recent years, psychologists have begun to use video more frequently in qualitative research, in particular, within research on social justice. The non-confidential nature inherent in video, however, raises new ethical challenges for the field of psychology to address. Building upon a growing literature on video-based research, in this article, we use an illustrative case study to examine how researchers' sense of ethical responsibility can find guidance from, clash against, or fill gaps left by extant federal and disciplinary ethical requirements. We focus specifically on issues of confidentiality and representation, highlighting the challenges and possibilities that video creates in relation to participants' power, dignity, and participation and arguing that psychologists must systematically engage questions about ethical responsibilities throughout the design and implementation phases of a research project. In doing so, psychologists, their community partners, and students will be better able to articulate and problematize their assumptions and intentions regarding video work.
Zeller-Berkman, S., Muñoz-Proto, C. & Torre, M. (2015). A Youth Development Approach to Evaluatio... more Zeller-Berkman, S., Muñoz-Proto, C. & Torre, M. (2015). A Youth Development Approach to Evaluation: Critical Participatory Action Research. Afterschool Matters, 22, pp. 24-31.
Across the U.S., youth development approaches are being tested in out-of-school time programs as a strategy to combat the growing opportunity gap between privileged and underprivileged youth (Gardner, Roth, & Brooks-Gunn, 2009). Along with increased recognition of the value of youth development programming has come increased financial support (Padgette, 2003; Zeller-Berkman, 2010). This investment, in turn, brings increased pressure to continually prove to funders that youth development programs affect student outcomes (Zeller-Berkman, 2010). The increased emphasis on accountability has sometimes forced community-based organizations (CBOs) to maintain a myopic focus on outcomes that are easily measurable but not necessarily the most important (Fusco, Lawrence, Matloff-Nieves, & Ramos, 2013). Underfunded nonprofits can feel overwhelmed by the intense emphasis on producing “evidence-based” outcomes, especially if evaluation feels like an “add-on” rather than being aligned with and integrated into program goals.
This article raises up critical participatory action research and youth participatory evaluation as possible answers to this challenge. Expanding the definition of evaluation to include methodologies that value youth participation can strengthen CBOs’ capacity to create responsive out-of-school time (OST) programs that have meaningful impacts on young people’s lives. This article explores how five programs use critical participatory action research and youth participatory evaluation to engage youth and improve program delivery. These trailblazing organizations illuminate the possibilities and challenges of using approaches to research and evaluation that reflect youth development principles and practices.
Psychological Components of Sustainable Peace, 2012
One often hears the slogan “No justice, no peace,” but under what conditions can the pursuit of j... more One often hears the slogan “No justice, no peace,” but under what conditions can the pursuit of justice sustain peace? And what role can conflict and transnational social movements play in these processes? We examine these questions utilizing data collected by a participatory action research team for a study of the World March for Peace and Nonviolence (the “March”). The March was a 2009 transnational campaign that raised awareness about alternatives to violence, militarism, and injustice through events
in 588 cities and social media. Building on the work of Morton Deutsch on conflict resolution, Gene Sharp on nonviolence, and Lev Vygotsky on Activity Theory, this chapter examines how the March promoted nonviolent conflict as a key activity in the practice of justice and peace. Our data, seven written
testimonios by March participants from the Unites States, Colombia, Ecuador, and Argentina, describe these participants’ experiences with injustice, the March, and their hopes for the future. Their testimonios indicate that the March was a fertile context for creative nonviolent action that: (1) widened participants’ scope of justice; (2) kindled new possibilities for constructive conflict and change; and (3) distributed information about the interlocking systems of militarism, violence, and injustice. In these ways, the March broadened landscapes of meaning, action, and possibility that nurtured individual and collective efforts to sustain a positive peace.
Un Encuentro en la Intersección de la Investigación, el Arte,
la Justicia, y el Trabajo con Com... more Un Encuentro en la Intersección de la Investigación, el Arte,
la Justicia, y el Trabajo con Comunidades
Symbols that Bind, Symbols that Divide: The Semiotics of Peace and Conflict . R. Phillips DeZalia & S. Moeschberger (Eds.). New York: Springer. (Peace Psychology Book Series edited by Dan Christie, ISSN: 2197-5779.), 2014
This chapter examines the meaning and role of divided symbols in post-conflict situations through... more This chapter examines the meaning and role of divided symbols in post-conflict situations through the case of the ex-torture center Villa Grimaldi in post-dictatorship Chile. A network of clandestine detention, torture, and extermination centers operated during Pinochet’s dictatorship, between 1973 and the early 1980s, in numerous cities and towns around the country. In sites such as Villa Grimaldi detractors of the regime experienced brutal state violence while normal life, albeit under dictatorship, went on around them in Santiago de Chile. Villa Grimaldi was demolished in 1987 when members of the intelligence services attempted to transform the site into a residential development. Human rights organizations responded to this attempted erasure with a petition to transform the site into a memorial. In 1994 the center became the Villa Gramaldi Peace Park, dedicated to promoting and defending human rights as well as reconstructing the historical memory of the site. Since then the park has hosted numerous peacebuilding efforts. In 2009, for instance, the Park was included in the route of the World March for Peace and Nonviolence, which traveled through hundreds of cities and towns in five continents. In the post-dictatorship landscape, these previously secret centers have come to symbolize the cultural and political battle between amnesia (as the price Chileans must pay for democracy and peace), and remembrance (as a requisite for Chilean democracy and peace). Building on the literature on commemoration, reconciliation, and collective memory (Connerton, 1989; Escobar Nieto & Fernández Droguett, 2008; Gómez-Barris, 2010; Halbwachs, 1992) the chapter examines how the struggle between erasure and remembrance gave birth to a park dedicated to promoting a culture of peace. Through an analysis of testimonies by participants of the World March for Peace and Nonviolence gathered during a concert in Villa Grimaldi, the chapter discusses how a nation’s divided symbols can become part of international efforts to nurture a collective imagination about a culture of peace (cf., Bradbury, 2012).
Encyclopedia of Critical Psychology, pp 1258-1262, 2014
The term nonviolence broadly characterizes the practices of individuals, groups, movements, socie... more The term nonviolence broadly characterizes the practices of individuals, groups, movements, societies, and cultures that avoid inflicting direct harm to others in their daily lives and/or during conflicts. While it is common throughout history (Sharp, 2005) and across cultures (Fry, Bonta, & Baszarkiewicz, 2009; Zunes, Kurtz, Asher, 1999), nonviolence has been neglected by Western historical accounts and contemporary social science. In the context of normalized militarism, structural violence, and globalized crises, its study today is relevant to the practice, experience, and dynamics of personal and social change.
As a project, Memoscopio sits at the intersection of activism, social research, and advocacy. Roo... more As a project, Memoscopio sits at the intersection of activism, social research, and advocacy. Rooted in the tradition of participatory action research (PAR), Memoscopio studies the significance of an international grassroots campaign titled The World March for Peace and Nonviolence (the March). In this article, we identify
four conditions that have enabled the Memoscopio PAR team to explore impact validity, which include: (1) the nature of the March (2) the collaboration with its organizers; (3) the nature of the intended audience; and (4) the multidisciplinary composition of the Memoscopio PAR team. In addition, we reflect upon the process of designing and implementing research practices and products that are relevant and useful to the advocacy work of the organizations, communities, and movements that inspired the March.
In Steinberg, S. and Cannella, G. (Eds.), Critical Qualitative Research Reader. (pp.479-490). , 2012
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Papers by Carolina Muñoz Proto
Across the U.S., youth development approaches are being tested in out-of-school time programs as a strategy to combat the growing opportunity gap between privileged and underprivileged youth (Gardner, Roth, & Brooks-Gunn, 2009). Along with increased recognition of the value of youth development programming has come increased financial support (Padgette, 2003; Zeller-Berkman, 2010). This investment, in turn, brings increased pressure to continually prove to funders that youth development programs affect student outcomes (Zeller-Berkman, 2010). The increased emphasis on accountability has sometimes forced community-based organizations (CBOs) to maintain a myopic focus on outcomes that are easily measurable but not necessarily the most important (Fusco, Lawrence, Matloff-Nieves, & Ramos, 2013). Underfunded nonprofits can feel overwhelmed by the intense emphasis on producing “evidence-based” outcomes, especially if evaluation feels like an “add-on” rather than being aligned with and integrated into program goals.
This article raises up critical participatory action research and youth participatory evaluation as possible answers to this challenge. Expanding the definition of evaluation to include methodologies that value youth participation can strengthen CBOs’ capacity to create responsive out-of-school time (OST) programs that have meaningful impacts on young people’s lives. This article explores how five programs use critical participatory action research and youth participatory evaluation to engage youth and improve program delivery. These trailblazing organizations illuminate the possibilities and challenges of using approaches to research and evaluation that reflect youth development principles and practices.
in 588 cities and social media. Building on the work of Morton Deutsch on conflict resolution, Gene Sharp on nonviolence, and Lev Vygotsky on Activity Theory, this chapter examines how the March promoted nonviolent conflict as a key activity in the practice of justice and peace. Our data, seven written
testimonios by March participants from the Unites States, Colombia, Ecuador, and Argentina, describe these participants’ experiences with injustice, the March, and their hopes for the future. Their testimonios indicate that the March was a fertile context for creative nonviolent action that: (1) widened participants’ scope of justice; (2) kindled new possibilities for constructive conflict and change; and (3) distributed information about the interlocking systems of militarism, violence, and injustice. In these ways, the March broadened landscapes of meaning, action, and possibility that nurtured individual and collective efforts to sustain a positive peace.
la Justicia, y el Trabajo con Comunidades
four conditions that have enabled the Memoscopio PAR team to explore impact validity, which include: (1) the nature of the March (2) the collaboration with its organizers; (3) the nature of the intended audience; and (4) the multidisciplinary composition of the Memoscopio PAR team. In addition, we reflect upon the process of designing and implementing research practices and products that are relevant and useful to the advocacy work of the organizations, communities, and movements that inspired the March.
Across the U.S., youth development approaches are being tested in out-of-school time programs as a strategy to combat the growing opportunity gap between privileged and underprivileged youth (Gardner, Roth, & Brooks-Gunn, 2009). Along with increased recognition of the value of youth development programming has come increased financial support (Padgette, 2003; Zeller-Berkman, 2010). This investment, in turn, brings increased pressure to continually prove to funders that youth development programs affect student outcomes (Zeller-Berkman, 2010). The increased emphasis on accountability has sometimes forced community-based organizations (CBOs) to maintain a myopic focus on outcomes that are easily measurable but not necessarily the most important (Fusco, Lawrence, Matloff-Nieves, & Ramos, 2013). Underfunded nonprofits can feel overwhelmed by the intense emphasis on producing “evidence-based” outcomes, especially if evaluation feels like an “add-on” rather than being aligned with and integrated into program goals.
This article raises up critical participatory action research and youth participatory evaluation as possible answers to this challenge. Expanding the definition of evaluation to include methodologies that value youth participation can strengthen CBOs’ capacity to create responsive out-of-school time (OST) programs that have meaningful impacts on young people’s lives. This article explores how five programs use critical participatory action research and youth participatory evaluation to engage youth and improve program delivery. These trailblazing organizations illuminate the possibilities and challenges of using approaches to research and evaluation that reflect youth development principles and practices.
in 588 cities and social media. Building on the work of Morton Deutsch on conflict resolution, Gene Sharp on nonviolence, and Lev Vygotsky on Activity Theory, this chapter examines how the March promoted nonviolent conflict as a key activity in the practice of justice and peace. Our data, seven written
testimonios by March participants from the Unites States, Colombia, Ecuador, and Argentina, describe these participants’ experiences with injustice, the March, and their hopes for the future. Their testimonios indicate that the March was a fertile context for creative nonviolent action that: (1) widened participants’ scope of justice; (2) kindled new possibilities for constructive conflict and change; and (3) distributed information about the interlocking systems of militarism, violence, and injustice. In these ways, the March broadened landscapes of meaning, action, and possibility that nurtured individual and collective efforts to sustain a positive peace.
la Justicia, y el Trabajo con Comunidades
four conditions that have enabled the Memoscopio PAR team to explore impact validity, which include: (1) the nature of the March (2) the collaboration with its organizers; (3) the nature of the intended audience; and (4) the multidisciplinary composition of the Memoscopio PAR team. In addition, we reflect upon the process of designing and implementing research practices and products that are relevant and useful to the advocacy work of the organizations, communities, and movements that inspired the March.