Los Grupos De Whatsapp Y La Construcción De Nuevas Ciudadanías en Las Escuelas

Dussel, Inés; Cardona, María Guadalupe Fuentes

doi:10.1590/es.251642

Cited by 3 publications

(4 citation statements)

References 6 publications

(8 reference statements)

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“…Making a link between media literacy and the concept of empowerment raises the issue of the role of men's and women's involvement and participation in the digital environment. In academic works, different studies (Tufecki, 2017;Dussel et al, 2021) discuss the contradictions of the new conditions of popular participation in the digital world. While some authors observe that more gender differences have been found in the offline world, in the "real" life of young people (Renau et al, 2012), others continue to focus on the risks presented by beauty standards and the persistence of stereotypical female roles (Fernández-de-Arroyabe-Olaortua et al, 2018;Santos et al, 2022) and stereotypical gender roles in general (Ringrose et al, 2013;Van Oosten et al, 2017).…”

Section: Gender Perspective and Transmedia Educationmentioning

confidence: 99%

Young users of social media: an analysis from a gender perspective

Aran-Ramspott,

Korres-Alonso,

Elexpuru-Albizuri

et al. 2024

Front. Psychol.

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One of the major challenges for edu-communication research is to analyze the influence of social media on young and adolescent users. This article examines the evaluation of gender inequalities – real and symbolic – in the consumption of social networks such as YouTube and Instagram among young people. Within the framework of a Research & Development & innovation (R&D + i) project, it presents a discursive-theoretical analysis of how young users of social media perceive the presence and representation of gender on social media and whether such digital representations can be associated with an empowering gender perspective. This study presents results from 14 focus groups (N = 83), composed of students aged 12 to 18, drawn from three Spanish Autonomous Communities (Catalonia, the Balearic Islands and the Basque Country). The results show that gender issues arise in participants’ conversations, especially among female participants, who perceive the importance of physical appearance on platforms such as Instagram and TikTok. Female participants feel more pressure in terms of appearance and dress compared to male participants. Among male participants there are more expressions of self-affirmation and more mentions related to fun and social prestige. Both male and female participants express concern about the impact of that pressure on younger girls. The influence of social media on self-image is more evident among female participants, who make frequent mention of the importance of self-esteem in relation to beauty standards and exposure to idealized body images. Notably, there were no comments by male participants that acknowledge any influence of social media on their self-image. The findings are in line with existing research and taken as a whole gives rise to concern as to the gender disparities observed in the use of social media, which do not constitute a picture of female empowerment. This research underlines the importance of promoting a respectful and equitable environment in relation to gender equality within digital spaces. Thus, this study provides support for the need to develop and implement edu-communicative initiatives to foster critical thinking around the influence of social media in this context and the evaluation of the impact of such initiatives in future research.

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Section: Gender Perspective and Transmedia Educationmentioning

confidence: 99%

Young users of social media: an analysis from a gender perspective

Aran-Ramspott,

Korres-Alonso,

Elexpuru-Albizuri

et al. 2024

Front. Psychol.

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“…Todos los participantes relataron cómo, durante la pandemia, transitaron por dificultades e incertidumbres en sus prácticas pedagógicas. Describieron un arco que iba desde el uso de herramientas digitales acotadas y conocidas por ellos hasta la incorporación de una gran variedad de recursos dirigidos, principalmente, a capturar la evanescente atención de sus estudiantes, una preocupación previa a la pandemia que se incrementó con la escolarización remota (Dussel & Cardona, 2021). Tendieron a enfrentar el primer periodo del semestre enviando guías de actividades, pero pronto la necesidad de motivar a los estudiantes los hizo explorar e incorporar nuevas herramientas y plataformas, buscando entregar contenidos visualmente "atractivos".…”

Section: Adaptación a La Enseñanza Remota En Pandemiaunclassified

“…(Dussel & Cardona, 2021).La pandemia llegó a Chile pocos meses después del estallido social que en octubre de 2019 iniciaron estudiantes de secundaria, exigiendo al Estado mayor seguridad y justicia social(Rojas Fabris, 2020). Su llegada coincidió con el inicio del año escolar y, tras solo dos semanas de clases presenciales, se ordenó el cierre de las escuelas, situación que empezó a revertirse hacia finales de 2020 en los sectores de mayores ingresos(Bellei et al, 2022).En Chile, la pandemia se acopló a un sistema educativo centralizado y mercantilizado que ha sido asociado a segregación socioeconómica y al debilitamiento de la educación pública (AlarcónLópez & Falabella, 2021;Bellei et al, 2018) 1 .…”

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La pared ausente. Rupturas y desplazamientos del aula en pandemia

Bravo,

Dussel

2023

magis

Self Cite

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El uso de las paredes del aula forma parte de prácticas pedagógicas arraigadas, pero escasamente interrogadas. En este artículo de investigación abordamos las transformaciones de estas prácticas durante la enseñanza remota de emergencia (ERE) de veinte profesores provenientes de ocho escuelas primarias chilenas durante la pandemia. Realizamos un estudio cualitativo con sensibilidad etnográfica que incluyó entrevistas e inventarios del material digital elaborado por ellos. Los resultados muestran que los docentes tendieron a centrarse en el traspaso de información, quedando interrumpidas interacciones que decían valorar. Indagar los desplazamientos hacia las tecnologías digitales puede ayudar a comprender mejor los vínculos entre presencialidad y virtualidad.

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“…A 2019 survey indicated that 65% of the school students in Brazil who used the Internet had an Instagram profile, 85% had a WhatsApp account, and of these, 61% used WhatsApp for school work (CETIC 2019, cited in Gonsales andAmiel 2020: 4). Teachers in Mexico and Argentina communicate intensively in WhatsApp group chats, with new 'popular' leaders emerging through their authority in a specific kind of chat which emphasises socio-emotional well-being (Dussel and Fuentes Cardona 2021). Over the past 15 years, several national one-to-one initiatives have distributed tablets or computers to students, e.g.…”

Section: Practices Appropriations Social Relationsmentioning

confidence: 99%

Reading internationally: if citing is a political practice, who are we reading and who are we citing?

Macgilchrist

Potter

Williamson

2022

Learning, Media and Technology

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Across multiple disciplines from communication science and political science to astronomy, research has pointed to gender citation bias, racialised citation bias and the regional tilt of many international journals towards authors based in a small set of countries, including the USA, UK and Australia (e.g., Caplar et al., 2017;Dion et al. 2018;Trepte and Loths 2020). These citation patterns not only have an effect on the quality of research publications and the breadth of perspectives and insights circulating as contributions to knowledge, but also on the futures of individual scholars working in systems in which citation scores matter for careers. Citing is political. We recognize these biases in articles in Learning, Media and Technology, and encourage contributors to consider whether their manuscripts reflect the diversity of researchers in the field, and thus of research perspectives, and/or if their research and writing would benefit from incorporating a broader range of research.One issue we would like to focus on in this editorial is the linguistic diversity of published research. Given today's online translation machines, it is becoming easier to scan international research, looking for work that takes a critical, questioning approach to learning, media and technology. For this editorial, we reflected on empirical and theoretical work that is grounded in social, cultural, political or media theory. Who are we reading? Who could we be reading? Where can scholars writing for Learning, Media and Technology be looking if they want to read and cite beyond the core set of English-language journals that we often see cited in these pages?With this editorial, we set out to broaden the range of scholars who inspire us. We travelled west from our three locations in Europe to explore the research landscape in Latin America, taking in Spanish and Portuguese publications along the route. With absolutely no claim that we have covered the depth and range of exciting research in this region, we here simply point to some highlights that we discovered, thanks to human and machine networks that helped us explore recent research. 1 Platformisation, datafication, surveillanceRecent research on platforms in schools or higher education in Latin America, Portugal and Spain has pointed to the expansion of market logics in education (CGI 2022). A key concern is that since the 'cybernetic turn' (Santos 2003), educational institutions have been destabilised. New powerful market actors have been reshaping education in ways from which they profit, and thus also reshaping social relations (CGI 2022: 6f.). The integration of digital technologies into education has further strengthened the hegemony of market discourses (Magalhães 2021) and configured a quantified, bibliometricised, neoliberal

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Los Grupos De Whatsapp Y La Construcción De Nuevas Ciudadanías en Las Escuelas

Cited by 3 publications

References 6 publications

Young users of social media: an analysis from a gender perspective

Young users of social media: an analysis from a gender perspective

La pared ausente. Rupturas y desplazamientos del aula en pandemia

Reading internationally: if citing is a political practice, who are we reading and who are we citing?

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