Not Without Them

Redondo-Sama, Gisela; Pulido-Rodríguez, Miguel Ángel; Larena, Rosa; Botton, Lena de

doi:10.1177/1077800414537214

Cited by 11 publications

(3 citation statements)

References 26 publications

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“…In addition, the researchers are responsible for providing academic knowledge to the subjects, so a contrast between daily life experiences and this knowledge is established. In addition, the research team is responsible for reconsidering their previous knowledge when subjects' daily life experiences are narrated (Redondo-Sama, Pulido-Rodríguez, Larena, & de Botton, 2014). In Amaya's biography, the research team established this intersubjective dialogue by prioritizing the theoretical and historical elements linked to Dialogic Literary Gatherings (DLGs), whereas the interviewees and Amaya contributed with elements of Amaya's life, especially with regard to her experience in school.…”

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confidence: 99%

Amaya

Aubert

2015

Qualitative Inquiry

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Roma girls are one of the most invisible social groups within the educational system. Beliefs derived from social prejudice and from nonscientific perspectives suggest that they have little motivation and willingness to learn. However, successful educational actions based on scientific evidence developed in many schools demonstrate a very different reality. This is the case of Amaya, a 12-year-old Roma girl who lives in the poorest neighborhood of Tarragona (Spain) and who has suffered bullying perpetrated by her classmates. However, in the Dialogic Literary Gatherings (DLGs)

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confidence: 99%

Amaya

Aubert

2015

Qualitative Inquiry

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“…El análisis de la información en la MC siempre incorpora las dimensiones exclusoras y transformadoras. De este modo, esta metodología posibilita dar un paso más en la investigación dando respuesta a necesidades de los diferentes colectivos y agentes sociales (Redondo-Sama, Pulido-Rodríguez, Larena, & de Botton, 2014;Tellado, López-Calvo, & Alonso-Olea, 2014), ofreciendo vías y estrategias para el cambio social.…”

Section: Identificación De Elementos Exclusores Y Transformadoresunclassified

Un paso más en la investigación en Trabajo Social: aportaciones de la Metodología Comunicativa

Viñas

2019

IJRS

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Since the beginning of Social Work, the importance of research as a tool to achieve its objective has been stressed: social change based on the defense of human rights and social justice. However, a gap between research and professional practice persists. Given this situation that limits its capacity for transformation, Social Work has not remained static, but has sought ways to overcome it. This article presents the Communicative Methodology and its already demonstrated social impact, as a way to contribute to the reduction of the gap between research and practice. Although the first study based on it focused on the Roma people, it is currently being carried out in almost all the contexts in which Social Work intervenes. Given the importance of respecting the principles of Social Work to achieve its objectives, the article explores the fit of the Communicative Methodology in research in this discipline. For this, the principles and objectives of Social Work established by the IFSW are related to those of this methodology.

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“…En el informe del Observatori de l'Homofòbia (2015) se analizan diferentes casos de violencia, entre los que aparece el suicidio de Alan, un menor transexual que ha sido protagonista de numerosas noticias (Álvarez, 2015). Alan fue acosado en los diferentes centros educativos donde estudió y donde se manifestó primero como lesbiana y después como transexual, siendo el primer menor al que se le fue permitido cambiar su DNI en Cataluña (Piulachs, 2015), y acabó suicidándose en diciembre de 2015. El Observatori de l'Homofòbia (2015) resalta como en los casos de bullying por transfobia es el menor el que tiene que cambiar de centro, siendo la víctima la que se ve obligada a huir de esta situación.…”

Section: Acoso Escolar Y Género En Las Aulasunclassified

Bullying y Género. Prevención desde la Organización Escolar

Duque¹,

Teixidó²

2016

REMIE

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Homophobia, biphobia, transphobia and gender violence in sexual-affective relationships appear frequently in the bases of bullying. The educational centres are more conscious about this reality and look for actions to prevent and eradicate this kind of violence. At the same time, international research states that bullying prevention needs a re-organization of the educational centre incorporating the work of all the educational community (students, family, teachers, etc.). In this article we gather data on bullying and its connection to gender, part of the Spanish legislation related to this problem is analysed and we conducted an international literature review. The main contribution of this article is to present orientations and actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation and active positioning of all the community against bullying and in favour of the victims.

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Not Without Them

Cited by 11 publications

References 26 publications

Amaya

Amaya

Un paso más en la investigación en Trabajo Social: aportaciones de la Metodología Comunicativa

Bullying y Género. Prevención desde la Organización Escolar

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