IntroductionPoverty and the risk of suffering from it affect some 80 million people in Europe in many ways, including precarious working conditions, housing and health care problems and a lack of educational opportunities (European Parliament, 2008).The EuropeanYear for Combating Poverty and Social Exclusion stressed that the Roma lived at greater risk of poverty than the rest of the European population.They suffer from marginalisation in education (segregation) and housing (evictions and poor quality housing or ghettos) and employment (very high unemployment rates) problems and few participate in political processes. Women are the most vulnerable, as they experience first-hand all these circumstances early on in their lives. Roma girls' experiences are far worse than those of most other children -their academic qualifications are far lower; many do not finish primary education and a high percentage does not complete secondary education (only 3% compared to 63% of non-Roma women). Because of the key role of Roma women in their community, their experience of discrimination complicates their efforts to make them and their families move out of poverty (European Parliament, 2006).Education can be one of the most significant elements in preventing and reversing this trend. Historically, many initiatives have attempted to solve this problem, but statistics demonstrate that most have failed. One element that is essential for any action to succeed is participation that actively involves communities (United Nations Development Programme, 2003). Moreover, if this participation is to succeed, it must be based on dialogue (Aubert & Flecha, 2009; Racionero & Padrós, 2010). Many European schools and schools worldwide are struggling to pursue this kind of relations with their communities, moving beyond power-based relations. This article illustrates how this process has taken place in a particular school with its Roma constituency. In order to understand how dialogic relations can be built and lead to inclusion, we present the results of a longitudinal qualitative case study in a predominantly Roma school in Spain that has made this transition. We first review theoretical contributions underlying the concept of dialogic relations. We then describe the methods used and the results obtained from the case study conducted under the INCLUD-ED Integrated Project (2006-2011) 1 . Our analysis shows how power-based relations are transformed into dialogic relations. This transition is defined by the demonopolisation of expert knowledge and the recognition of the Roma culture. We also discuss the impact of dialogic relations on Roma women and their communities in reversing poverty and exclusion. The article ends with some reflections.
En este artículo recogemos los resultados de la investigación “Violencia de género en las universidades españolas”, la primera investigación que analiza la violencia de género en el contexto universitario en España. Las investigaciones sobre esta clase de violencia en el ámbito internacional muestran, por un lado, que es una realidad existente en la universidad, de la misma forma que lo es en otros ámbitos sociales. Por otro lado, el análisis de las actuaciones implementadas por universidades de prestigio muestra la existencia de diferentes medidas para prevenirla y superarla. Estas evidencias, contrastadas con las percepciones de diferentes colectivos de la comunidad universitaria sobre la aplicabilidad de estas medidas en las universidades españolas, son el punto de partida para iniciar el desarrollo de medidas que erradiquen la violencia de género en nuestras universidades. In this article we present the findings from the research “Gender violence in Spanish universities”, the first study that analyses gender violence in the university context in Spain. Studies on gender violence at the international level show, on the one hand, that gender violence is a reality that exists in universities, in the same way that it exists in other social contexts. On the other hand, the analysis of the actions implemented in prestigious universities shows the existence of measures to prevent and overcome it. Contrasting these evidences with the perceptions of different university collectives about the applicability of these measures in Spanish universities is the starting point to develop measures to eradicate gender violence in our universities.
Cyber harassment is considered one of the most important risks of our children and teenagers’ online daily interactions. Most existing preventive programs are designed by and for adults, not accounting for the experiences and views of the potential victims. The approach of preventive socialization emphasizes the need for the participation of minors as well as the importance of acknowledging their voices to develop successful preventive actions in this field. By the means of communicative content analysis, in this article, authors contrast the research state of the art with the voice of the very minors. From this analysis, a series of ground rules are defined to be considered in the design of actions aimed at preventing cyber harassment.
This article presents the results of research on how the daily participation of the "Other Women" women without an academic background or from cultural and ethnic minorities contributes to overcoming sexist stereotypes. The study demonstrates that their participation in instrumental learning activities transforms stereotypical beliefs about the skills of women without academic education, immigrant women, or those from cultural minorities. It can also be observed that their participation in decision-making spaces and in learning activities promotes student learning. In short, this study demonstrates that we need to include the "Other Women" into our diverse schools to progress towards the achievement of gender equity in education and society, and to create more positive learning experiences for all children.
Las investigaciones y propuestas educativas han de partir de teorías y proyectosde éxito reconocidos por la comunidad científica internacional. Con estas premisas,describimos Comunidades de Aprendizaje como propuesta educativa donde se observala implementación de perspectivas teóricas de enfoque dialógico y crítico que planteanun aprendizaje de calidad para todas y todos y la transformación de situaciones de desigualdady exclusión.Para ello, estructuramos el artículo en dos partes. En la primera, contemplamos algunaspropuestas teóricas, principalmente pedagógicas (pero contemplando la interdisciplinariedad)en la perspectiva comunicativa crítica. En la segunda parte, describimos la experienciaeducativa de la Escuela de Personas Adultas de La Verneda de Sant Martí, primeraComunidad de Aprendizaje y, a continuación, los procesos seguidos para conseguirla transformación de centros educativos en Comunidades de Aprendizaje, propuestaque se está difundiendo por diferentes países desde la perspectiva de una pedagogíacomunicativa crítica.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.