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This Spanish-based study found that some adolescents link attractiveness with violence. Previous research showed that a socialization process within teenagers' contexts promotes this association. The results suggest that this link is one of the possible causes of the high rates of gender violence among youth. Debates regarding this research already have had political repercussions. Although the 2004 Spanish Act Against Gender Violence--the first of its kind in Europe--acknowledged violence with romantic partners or ex-partners, the 2008 Catalan Act on the Right of Women to Eradicate Chauvinist Violence also recognizes gender violence in dating, and considers preventive socialization as a main measure. This study provides key knowledge to support this purpose.

The first research conducted on violence against women in the university context in Spain reveals that 62% of the students know of or have experienced situations of this kind within the university institutions, but only 13% identify these situations in the first place. Two main interrelated aspects arise from the data analysis: not identifying and acknowledging violent situations, and the lack of reporting them. Policies and actions developed by Spanish universities need to be grounded in two goals: intransigence toward any kind of violence against women, and bystander intervention, support, and solidarity with the victims and with the people supporting the victims.

Gender-based violence cannot be overcome without a wide social support for the victims, which is dramatically limited by the violence against those who take an active stand in favor of survivors. The struggle against sexual violence requires simultaneous actions to protect both the direct victims of sexual harassment and the victims of second order sexual harassment -SOSH-. Although the first definition of SOSH comes from 1990 (Dziech & Weiner, 1990) there has been a lack a research on the issue, despite its social and scientific importance. The objective of this article is two-fold: a) to provide a concept of SOSH useful to present developments for science and society, through identifying specific situations of persons and those with whom they work and have suffered SOSH; b) to disclose the main contributions to face these situations through several social aspects on legal, university, citizenship, media and political perspectives. Using a qualitative methodology we conclude by highlighting the need for developing joint actions of the whole society to identify and legislate the SOSH, while empowering survivors and the ones who support them, in an attempt of eradicating gender-based violence.

The scientific literature has identified an attraction toward models of masculinity marked by abuse and domination in teenagers' sexual and affective relationships. Given this reality, greater insight is needed on the mechanisms that lead young people to choose this type of relationship. In theory, different authors argue that as a result of the disassociation between goodness and attractiveness a profound crisis of meaning is found. A study conducted with the Critical Communicative Methodology, particularly, through the use of communicative data collection techniques has led to gather evidences of this crisis, particularly how it is interplayed by the opposition between a language of ethics versus a language of desire. The use of communicative daily life stories and communicative focus groups allowed not only to identify this separation but also those elements that contribute to overcome it.

Researchers in many fields, especially those engaged in the study of gender-based violence, have shown an interest in using mixed designs as innovative methodological procedures to transform social realities. In this article, we introduce the ''communicative evaluation of social impact'' as a methodological tool to reveal the social impact achieved by a multiphase mixed methods design conducted sequentially on gender-based violence in Spanish universities. This tool shows the transformative power of mixed methods with a communicative orientation to generate new legislation, create proper conditions for reporting abuse, and establish new solidarity dynamics with and among the victims to promote violence-free universities. Keywords mixed methods, communicative evaluation of social impact, gender-based violenceGender-based violence is a global public concern. The 2013 United Nations Women's Conference focused on eliminating and preventing all forms of violence against women and girls as part of its efforts to agree on a strategy to overcome all types of discrimination and violence against women of different ages, contexts, and economic and social backgrounds (United Nations, 2013). Gender discrimination is a historical fact that must be addressed in all kinds of institutions across the globe, including universities (Reda & Hamdan, 2015). Violence is particularly prevalent in institutions where hierarchical power relations remain predominant (Connell, 1987). As an institution built on power relations, the academy is a prime environment for gender-based violence (Farley, 1978). In academia, violence varies widely by type, victim profile, and the context in which it occurs (Copenhaver & Grauerholz, 1991;Gross, Winslett, Roberts, & Gohm, 2006;Kalof, 1993;Kusakabe & Pearson, 2016). The United States was one of the first countries to analyze and address the issue of gender-based violence in universities (Kirkpatrick & Kanin, 1957), as evidenced by the Campus Security Act of 1990 and the Student Right-To-Know Act 1 (Renzetti & Edleson, 2008). Although much research has been conducted on gender-based violence in universities, scant attention has been paid to the methodological dimension of this issue. Traditionally, studies on this topic have been conducted using either quantitative or qualitative methods. However, research based on a mixed methods design has grown in popularity over the last several years, along with an appreciation of the implications of this design for the field of gender-based violence (Campbell, Patterson, & Bybee, 2011;Dardis, Kelley, Edwards, & Gidycz, 2013;Jackson, 1999;Mahlstedt & Keeny, 1993;Testa, Livingston, & Vanzile-Tamsen, 2011). Many of these studies have to some extent helped change the institutional, political, and legal landscapes of gender-based violence in universities. However, the path for this change has not always been easy to find. In this article, we present the possibility of shedding light on the political and social implications of the first research conducted on gend...

mediante una educación integrada, participativa y permanente, basada en el aprendizaje dialógico. Se amplían sus características y los elementos pedagógicos que se ponen en marcha, la participación, la centralidad del aprendizaje, las expectativas positivas y la cooperación, y se desarrolla ampliamente el concepto de aprendizaje dialógico y sus elementos. Posteriormente se desarrollan las fases de transformación de un centro educativo en una Comunidad de Aprendizaje. Finalmente se exponen, en especial con las palabras de los propios protagonistas, algunos aspectos de los procesos con los que cuatro escuelas del País Vasco están desarrollando su propio proceso de transformación en Comunidades de Aprendizaje.

In the EU commitment to alleviating the high rates of poverty in Europe there is widespread agreement among policy‐makers that it is crucial to include the voices of those who are living in poverty in order to fight exclusion most effectively. Similarly, those studying ways to address poverty and inequality are increasingly required to seek dialogue with those who are the focus of their research. These policy‐makers and researchers need procedures that will allow them to move from the principle of including the voices of the most vulnerable social groups to specific ways of undertaking such a dialogue. Research using the critical communicative methodology (CCM) sheds some light on this. By examining aspects of the Integrated Project INCLUD‐ED, the largest research on school education in the Framework Programme, this article argues that three elements of the CCM — egalitarian dialogue, successful actions’ approach and informing effective policies — facilitate the engagement between researchers, end‐users, and all the other involved stakeholders and therefore the move from principles to action in the process of overcoming poverty in Europe. As this article and the special issue demonstrate, through those elements, INCLUD‐ED has already provided scientific knowledge that is instrumental to shorten the distance between the present situation and the horizon of a Europe which is free from poverty.