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Abstract

This article shows how the dialogic approach adopted by some schools in Spain generates a shift in approaches to gender violence, an issue still not explored in the literature. The shift is from an approach determined mainly by female experts to a dialogic one in which all women, including teachers, mothers, students, sisters, stepsisters, friends, and volunteers, are involved in designing and implementing programmes to prevent gender violence. An analysis of data obtained from six primary schools in Spain shows how the voices of all women are relevant to identify situations of gender violence that girl pupils are experiencing, as well as in the design of school‐based processes to prevent violence that affects these girls.

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... One of these is the case of La Verneda-Sant Martí Adult School, created in 1978 in the neighborhood of Barcelona with the same name as the school (Giner, 2018). In 1996, FACEPA, Federation of Cultural and Educational Associations of Adults, was created in Catalonia to claim that non-academic participants have the capacity and the right to manage and decide on their own cultural and educational projects, as opposed to adult education, which turned participants into mere objects of the educators' action (Oliver et al., 2009). Within this movement, the majority have always been women who, in the Spanish context of the post-war period and Franco's dictatorship, had not had the opportunity to access education. ...
... Two studies have focused on the impact of the involvement of "other women, " primarily mothers, in the dialogic model of conflict prevention and resolution in their children's schools (Serradell et al., 2020;Oliver et al., 2009). This model is based on including the whole community, especially students and their families, in deciding on the rules of coexistence, jointly identifying the causes and origins of conflicts and their solutions, and focusing on prevention. ...
... This model is based on including the whole community, especially students and their families, in deciding on the rules of coexistence, jointly identifying the causes and origins of conflicts and their solutions, and focusing on prevention. Mothers, even older sisters, aunts, and grandmothers, contribute to the assemblies and commissions created for the prevention of conflicts and gender violence, being very active in the identification of situations and in the joint elaboration with the teaching staff and other professionals of the actions to be carried out (Oliver et al., 2009;Serradell et al., 2020). ...
Article
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Feminism has been one of the most important social movements of the last centuries. Current societies have widely recognized their contributions. However, whereas ethnic diversity has been included in the movement, diversity in terms of academic background has not. Therefore, the contributions made by the “other women” from their daily lives, those with no university education (who belong to cultural minorities or not), remain on the margins of public debate. In the face of this reality, the plurality of all women has been building contributions to education and dialogic feminism. Based on Lidia Puigvert’s previous study on dialogic feminism and the “other women” movement, this article aimed to trace the social impact of “other women’s” contributions to education and dialogic feminism in their lives and communities. A qualitative case study has been developed that collects a systematic literature review, in-depth interviews with educators, focus groups, and communicative daily life stories with women who have participated in Schools as Learning Communities and democratic adult education associations in Spain over the last 20 years. The results provided evidence about the contributions of the “other women” in the development and expansion of successful educational actions that have generated social and educational transformations in themselves, their families, and their communities, such as Dialogic Gatherings and the prevention of gender violence, among others.
... Lo que ningún autor de los anteriormente citados nos indica es cómo cambiar este modelo masculino que promueve que estas interacciones abusivas se den en nuestras sociedades. Para ello tendremos que citar a los autores y autoras que están marcando internacionalmente una línea de prevención de la violencia de género desde el modelo de socialización preventiva (Gómez 2004;Duque et al, 2008;Oliver E. et al, 2009). ...
... El cambio de este modelo recae, como citan los autores (Gómez 2004;Duque et al, 2008;Oliver E. et al, 2009), especialmente en las interacciones que se establecen desde los diferentes ámbitos: escuela, familia, grupos de iguales, medios de comunicación, etc., en que a través de ellas se promueva un modelo de relaciones afectivas apasionadas libres de violencia. ...
... Por otro lado, la prevención de abusos sexuales a menores podría tomar como ejemplo la buena práctica que se está llevando a cabo en la prevención de la violencia de género desde algunas escuelas pertenecientes al proyecto de Comunidades de Aprendizaje (Oliver E. et al, 2009). La 56 Traducción cita: Hay una necesidad real, por lo tanto, para desmitificar los delitos sexuales y trabajar juntos con todos los grupos en la comunidad para lograr una forma más eficaz, más segura de proteger a los niños y reducir la oportunidad del delincuente a cometer los abusos. ...
... Finally, a related body focuses on attractiveness models and in which ways particular socializations are associated with violence (Oliver, Soler, & Flecha, 2009;Valls et al., 2008). If previous studies emphasized that the failure of a large proportion of preventive actions is often due to the model of society in which they are embedded, similar conclusions are reached here. ...
... The change of the models of male attractiveness especially depends on the interactions created and promoted in the schools, families, peer groups, and mass media. These spaces should be used to promote violence-free, affective, and passionate socialization instead of doing otherwise (Oliver et al., 2009;Valls et al., 2008). This research also shows that to better understand the minors' models of attractiveness, one of the main necessary actions is related to the inclusion of their voices. ...
... What the minors pointed out was in line with the aim of the international researches for overcoming gender-based violence to listen to the voices of the research subjects to design more effective measures (Brown, Gómez, & Munté, 2013;DeMeulenaere & Cann, 2013;R. Flecha & Soler, 2013;Mertens, 2013;Oliver et al., 2009;Valls et al., 2008). ...
Article
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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.
... En Diferentes autoras y autores hacen referencia a la necesidad y a la demanda de formación del profesorado sobre protección a la infancia y maltrato infantil, y en todo tipo de violencia doméstica (incluida la de género), ya desde la formación inicial que se imparte en las universidades y escuelas universitarias de magisterio (Baginsky, 2000; Baginsky & Macpherson, 2005; Goldman, 2005; Goldman, 2007; Gómez, 2004; O'Toole, Webster, O'Toole, & Lucal, 1999; Oliver, Soler, & Flecha, 2009; Skinner, 1999; Valls, 2008 Valls, -2009 Valls, Puigvert, & Duque, 2008). Esta demanda de formación también es del propio estudiantado que se está formando en las facultades (Cerezo & Pons-Salvador, 2004), y de parte de los propios profesionales de la educación en activo y del profesorado universitario de los centros de formación inicial del profesorado.Goldman, 2007; Valls, 2005 Valls, -2006), así como del abuso sexual (Saathoff & Stoffel, 1999) y otros tipos de violencia doméstica y, de esta manera, hay muchos casos que pasan inadvertidos (Goldman, 2007) justificaciones por su parte para no hacer frente a la toma de decisiones difíciles. ...
... Esta incertidumbre y falta de asunción de responsabilidad acaba dificultando que el profesorado pueda proteger de manera efectiva a los niños y a las niñas (O'Toole et al., 1999).Baginsky & Macpherson, 2005; Svensson & Janson, 2008). De esta manera, en la escuela se refuerza el silencio en el que se han socializado en sus hogares los niños, las niñas y los y las adolescentes que sufren esta violencia, y aprenden a no hablarlo (Oliver et al., 2009). Como consecuencia, estos menores tampoco manifiestan en la escuela la situación que están sufriendo en sus casas. ...
... Como consecuencia, estos menores tampoco manifiestan en la escuela la situación que están sufriendo en sus casas. En estos casos las escuelas no han querido o no han sabido estar informadas (Oliver et al., 2009). ...
... La atracción a la violencia no sólo está pre sente en relaciones afectivo sexuales sino que también aparece en la elección de amistades, y en todas las relaciones sociales. A quién se elige como amigo a amiga, a quién se rechaza en el aula, a quién se «ríen las gracias», a quién se ignora en clase, etc. Desde los centros educativos es necesario trabajar estos elementos de socialización desde la participación de toda la comunidad (Oliver, Soler, & Flecha, 2009). Cuándo hablamos de rechazar a quién trata mal no sólo nos referimos a relaciones afectivo-sexuales sino a todas las interacciones que se dan desde la primera infancia. ...
... La atracción hacia los modelos tradicionales de masculinidad caracterizados por la violencia se origina en los procesos de socialización, y esta es una conclusión muy demostrada en varias in vestigaciones científicas (Bukowski et al., 2000;Goldner et al., 1990;Oliver, Soler, & Flecha, 2009;Rebellon & Manasse, 2004;Valls et al., 2008;Aubert et al., 2011;Gómez, 2014). Aubert et al. (2011) presentan ejemplos de investigaciones que muestran que muchos chicos y chicas adolescentes po nen su deseo en las personas agresivas a pesar de que reconocieran que las relaciones con aquel tipo de personas son per se violentas (Bukowski et al., 2000;Goldner et al., 1990;Valls et al., 2008). ...
Technical Report
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Esta publicación se centra en dos temáticas relevantes en el marco de la línea de investigación en "Socialización preventiva de la violencia de género" desarrollada por el centro de investigación CREA. Estas dos temáticas son: el amor ideal y las nuevas masculinidades alternativas. Se recoge la investigación científica existente sobre violencia de género que explica las bases científicas de la socialización preventiva de la violencia de género, haciendo hincapié en el amor ideal y en las nuevas masculinidades. Se identifican vinculaciones entre amor ideal y violencia de género. Se analizan los modelos de masculinidad y su vinculación con el atractivo. A continuación, se presentan los datos del trabajo de campo a tres niveles a) cuestionarios a jóvenes y adolescentes b) entrevistas y grupos de discusión a jóvenes y adolescentes y el seguimiento de centros educativos que están implementando acciones en la línea de socialización preventiva de la violencia de género. Para finalizar, a partir de las conclusiones, se ofrecen unas orientaciones de actuación de socialización preventiva de la violencia de género.
... La atracción a la violencia no sólo está pre sente en relaciones afectivo sexuales sino que también aparece en la elección de amistades, y en todas las relaciones sociales. A quién se elige como amigo a amiga, a quién se rechaza en el aula, a quién se «ríen las gracias», a quién se ignora en clase, etc. Desde los centros educativos es necesario trabajar estos elementos de socialización desde la participación de toda la comunidad (Oliver, Soler, & Flecha, 2009). Cuándo hablamos de rechazar a quién trata mal no sólo nos referimos a relaciones afectivo-sexuales sino a todas las interacciones que se dan desde la primera infancia. ...
... La atracción hacia los modelos tradicionales de masculinidad caracterizados por la violencia se origina en los procesos de socialización, y esta es una conclusión muy demostrada en varias in vestigaciones científicas (Bukowski et al., 2000;Goldner et al., 1990;Oliver, Soler, & Flecha, 2009;Rebellon & Manasse, 2004;Valls et al., 2008;Aubert et al., 2011;Gómez, 2014). Aubert et al. (2011) presentan ejemplos de investigaciones que muestran que muchos chicos y chicas adolescentes po nen su deseo en las personas agresivas a pesar de que reconocieran que las relaciones con aquel tipo de personas son per se violentas (Bukowski et al., 2000;Goldner et al., 1990;Valls et al., 2008). ...
Technical Report
1. I think there are two version of this report circulating on ResearchGate. 2. Álvaro Cortés Fácila is not a co-author of this report. He should be removed from the authors list.
... Whether interventions have focused on working with teachers or the whole school community, evidence from across different countries highlights that any training is most effective when dialogic and reflective approaches are used (as opposed to purely fact-based or regulatory), and when a broad range of participants are involved. For example, a study in Spain found that bringing in different perspectives at school level (including students, parents, teachers and experts) through a task group on SRGBV challenged negative normalised practices (Oliver et al., 2009). Rather than dismissing a case perceived as minor sexual harassment, teachers in the task team were more likely to intervene and develop strategies following discussions that enabled them to see how others felt. ...
... Studies have tended to focus on the school level and not look closely at the role of ongoing monitoring and support, particularly through the education system. Whilst some studies have involved external non-governmental organisations providing training and support for schools, evidence has highlighted that ongoing support for changing practice rather than one off training workshops is important (Oliver et al., 2009, Reid, 2009). ...
Article
Full-text available
There has been very little research globally on the implementation of national policy interventions to address School-Related Gender-Based Violence (SRGBV). SRGBV describes physical, sexual and psychological acts of violence in and around schools, underpinned by unequal access to resources and power, and inequitable norms and stereotypes based on gender. A key intervention of governments around the world has been to develop Codes of Conduct for school communities, that set professional standards and hold staff and students accountable for SRGBV and other forms of misconduct. Yet there are few studies that look in depth at how these codes have been implemented in schools. In Ethiopia, a Code of Conduct on Prevention of SRGBV in Schools was introduced in 2014 and has been rolled out in all regions across Ethiopia. In addition, a Violence Reporting Tool (VRT) was developed to gather data on incidents of violence in schools. In 2017, the Ministry of Education (MoE) and UNICEF Ethiopia prioritised a study to look in depth at how the Code was understood and used at national, regional, district and in particular at school levels. The findings from the study will help to inform the MoE’s review of the Code and the reporting tools, thus having potential to make an important contribution to improving the safety of girls and boys in and around schools in Ethiopia. The study will also help to build knowledge globally about the challenges and potential for Codes of Conduct, and related work to prevent and respond to violence in schools.
... La participación de todas las mujeres tanto en el diseño como en la implementación de medidas de prevención contra la violencia de género en los centros escolares crea que haya una mejora de comunicación entre el profesorado y las familias. Además de mejorar el ambiente en la escuela y de favorecer la colaboración y la solidaridad entre los miembros de la comunidad educativa (Oliver, Soler & Flecha, 2009). ...
... Para iniciar estos espacios es imprescindible hablar y definir cómo se quieren llevar a cabo con los propios menores, ya que su implicación también en esta fase de decisión y definición es fundamental para el éxito escolar y personal de los niños, las niñas, los y las adolescentes y el colectivo joven. Por lo tanto, la creación de estos espacios deben de promover relaciones basadas en la no violencia, afectivas y la socialización apasionada (Oliver et al, 2009;Valls et al, 2008). Además de aportar conocimiento y formación en temas de prevención. ...
... Coinciden en valorar el uso de los medios por los beneficios que se extraen en el aprendizaje y el desarrollo de los niños y niñas. Pero señalan la importancia de promover una formación crítica y prevención no solo limitada a los y las menores, sino ampliada a toda la comunidad, especialmente a las personas formadoras y las familias (Anastasiades & Vitalaki, 2011;Livingstone & Helsper, 2010;Oliver, Soler, & Flecha, 2009;Pérez-Tornero & Va ris, 2010;UNICEF Innocenti Research Centre, 2011;Wolak, Finkelhor, Mitchell, & Ybarra, 2008). ...
... • Diseñar modelos comunitarios de prevención, incluyendo a toda la comunidad, especialmente a los familiares. Como se ha comprobado en los anteriores apartados, tanto el profesorado como las familias necesitan formarse en estos riesgos, pero también participar conjuntamente en el diseño de modelos comunitarios de prevención de la violencia (Oliver & al., 2009). Sólo coordinándose conjuntamente se logrará una mayor efectividad. ...
... Aún y esta tendencia manifestada en las palabras de los propios chicos y chicas, existe también elementos transformadores que permiten vislumbrar un cambio de dinámica. Es importante, como señalan algunas de las aportaciones en coeducación más actuales y referenciadas (Oliver, Soler y Flecha, 2009;Aubert et al., 2004), potenciar las dinámicas transformadoras y hacerlas más visibles para romper con el modelo hegemónico imperante. ...
... Algunas administraciones públicas y entidades sociales ya se han hecho eco de resultados de investigaciones que van en esta línea (Valls, Puigvert y Duque, 2008;Oliver, Soler y Flecha, 2009). Afirman la importancia de concretar medidas coeducativas que consideren las masculinidades y los modelos de atractivo como dos elementos centrales. ...
Article
Full-text available
Hegemonic masculinity persists in our societies through different mechanisms. Gender violence is one such example and it is manifested in various areas of daily life. Several contributions to the study of masculinities and sexual relationships are deterministic and do not go depth into the social causes of this violence. In this article we will showevidences of how attractiveness male models have a social nature. In that sense, these socialization processes that link desire to aggressiveness and violence explain the persistence of this social problem. Co-educational approaches should take evidence from this research line into account in order to provide responses that overcome the negative effects of hegemonic masculinity.
... Esto significa que no sólo las mujeres "académicas", sino también las mujeres "no académicas", pueden participar en las escuelas: madres, hermanas, voluntarios, etc. Esta participación puede ayudar a trasformar las interacciones de género en las escuelas. Teniendo en cuenta los resultados de estos programas, es necesario animar a todas las mujeres a participar en la educación pública (Oliver, Soler, Flecha, 2009). ...
... Questa partecipazione può aiutare a trasformare le interazioni di genere nelle scuole. Visti i risultati di questi programmi, risulta necessario incoraggiare tutte le donne a partecipare negli spazi educativi (Oliver, Soler, Flecha, 2009). ...
Article
English) This article is based mainly on the results of a project to which the author is participating. INCLUD-ED Project, "Strategies for inclusion and social cohesion in Europe from education" (2006-2011; http://creaub.info/included/), is an Integrated Project of the priority 7, "Citizens and governance in the knowledge-based society" of the 6 th Framework Programme of the European Commission. The main objective of the INCLUD-ED integrated project is to analyse educational strategies that contribute to social inclusion and cohesion and educational strategies that lead to social exclusion, in the context of the European knowledge based society, providing key elements and action lines to improve educational and social policy.
... Aún y esta tendencia manifestada en las palabras de los propios chicos y chicas, existe también elementos transformadores que permiten vislumbrar un cambio de dinámica. Es importante, como señalan algunas de las aportaciones en coeducación más actuales y referenciadas (Oliver, Soler y Flecha, 2009;Aubert et al., 2004), potenciar las dinámicas transformadoras y hacerlas más visibles para romper con el modelo hegemónico imperante. ...
... Algunas administraciones públicas y entidades sociales ya se han hecho eco de resultados de investigaciones que van en esta línea (Valls, Puigvert y Duque, 2008;Oliver, Soler y Flecha, 2009). Afirman la importancia de concretar medidas coeducativas que consideren las masculinidades y los modelos de atractivo como dos elementos centrales. ...
Article
Full-text available
Hegemonic masculinity persists in our societies through different mechanisms. Gender violence is one such example and it is manifested in various areas of daily life. Several contributions to the study of masculinities and sexual relationships are deterministic and do not go depth into the social causes of this violence. In this article we will showevidences of how attractiveness male models have a social nature. In that sense, these socialization processes that link desire to aggressiveness and violence explain the persistence of this social problem. Co-educational approaches should take evidence from this research line into account in order to provide responses that overcome the negative effects of hegemonic masculinity.
... In the same vein, the Other Women are also involved in the design and implementation of measures for the prevention of gender violence in schools (Flecha, Melgar, Oliver, & Pulido, 2010;Oliver, Soler, & Flecha, 2009;Oliver & Valls, 2004). These schools are organized dialogically, and a specific committee was created in order to work on this area. ...
... They are very different in terms of their origin, and many of them have no education. The voices of all women (from different cultures, with different academic levels and of different ages) are important in order to prevent gender violence (Oliver et al., 2009). Their involvement in setting standards and detecting situations of gender violence is essential in order to ensure that more effective ways to solve and prevent the problems that may emerge on a daily basis in the school and within the environment where this school is located are created. ...
Article
Dialogic feminism has emphasized the need to include all women, particularly those who have traditionally been most excluded, into participation and decision making in different areas of society. The critical communicative methodology (CCM) has responded to this need by including the voices of the Other Women into research processes and dialogue on an equal level to the voices of researchers. Research carried out using the CCM shows that when this is ensured, it is possible to achieve scientific results that help to overcome the social inequalities that many women face as well as to achieve progress in feminist theory.
... Freire's dialogical approach is also present in the contributions of the 'other women' to prevent violence in schools. Migrant mothers, grandmothers and other family women without basic qualifications are participating jointly with educators in the spaces of decision-making for the implementation of measures to prevent gender violence and violence in their children's schools (Oliver et al., 2009;Serradell et al., 2020). These contributions are framed within the dialogic model of conflict prevention and resolution (Villarejo-Carballido et al., 2019) and in the promotion of measures and ways of interacting that prevents gender violence (Puigvert, 2014). ...
Article
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Dialogic popular education developed by La Verneda-Sant Martí School for Adults in Spain, influenced by the work of Paulo Freire, has had a range of significant social and educational impacts. Starting with an emancipatory approach to eradicate oppression, this dialogic popular education resisted and has transformed aspects of the Spanish educational sphere despite ongoing hindrances and difficulties. This article presents a path of events, a history of interventions and findings from research on how dialogic popular education has affected and changed educational practices as well as how research is approached elsewhere in Europe. In addition, it presents ways in which a radical commitment to social change can be combined with scientific standards in the pursuit of achieving a better society for all.
... As has been seen, the development of Internet addiction has as a decisive factor the correct relationship between students and their families and/or environment (Oliver et al., 2009;Carbonell, Castellana and Oberst, 2010). Therefore, this approach is open to integrating the educational community into the training process to make them aware of the reality of this Internet addiction and thus understand the educational approach they should support once this specific training is over. ...
Article
Full-text available
Different educational programs aim to reduce or control Internet addiction. These are based on a traditional methodology that can be recognized as an exposition or master class (participatory or not). In this type of educational programs the student acquires a passive role since they are focused on informing the students of the dangers associated with the development of Internet addiction, but not on the treatment or changes in behavior. If we review these educational programs it can see how they have little effect on students. For this reason, a new educational program approach has been created that fights or limits Internet addiction through a methodological proposal that also focuses on increasing digital competence while limiting or controlling the evolution of Internet addiction. In this article, the design is presented.
... were more willing to protect their friends from risky behaviours, such as fighting and excessive alcohol use. A study in Spain found that a dialogic process bringing in different perspectives at school level (including girls, boys, mothers and fathers, teachers and experts) through a task group on SRGBV challenged negative normalized practices (Oliver et al., 2009). For example, rather than dismissing a case perceived as minor sexual harassment, teachers in the task team were more likely to intervene and develop strategies following discussions that enabled them to see how others felt. ...
... Another teacher explained their efforts to promote family participation in the government bodies of the centre. Research has shown that intitiatives designed to include women from minority groups or those having no educational degrees in decision-making processes in schools are contributing to overcoming gender inequalities in schools (Oliver, Soler and Flecha, 2009). ...
... Sin embargo, el interés en el mundo educativo va más allá de la propia formación de las mujeres, de hecho, una de las realidades en las que están haciendo mayor hincapié el feminismo dialógico es en la participación de las familias y la comunidad en la escuela para apoyar la educación de sus hijos, hijas, nietos y nietas (Christou y Beck-Gernsheim, Butler y Puigvert, 2003). De este modo las mujeres reivindican implicarse en actuaciones que tengan un efecto en la vida de los menores, es decir que mejoren su aprendizaje y la convivencia en los centros escolares (Oliver, Soler y Flecha, 2009). En este sentido, ponen especial énfasis en poder tomar parte en las decisiones relevantes de los centros educativos, en actuaciones que aceleren el rendimiento académico del alumnado y que prevengan la violencia en las aulas ( Redondo-Sama, 2016). ...
Article
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La superación de las desigualdades de género es uno de los principales retos de organismos internacionales como la Comisión Europea. En el marco de los objetivos globales de las Naciones Unidas para superar la pobreza y conseguir la prosperidad para todos los colectivos se plantean una serie de directrices dirigidas a avanzar en la mejora de la situación de la mujer. Si bien dichas estrategias visibilizan la preocupación de los principales organismos internacionales y gobiernos alrededor de las injusticias de género, persisten aún problemáticas sobre las que profundizar. El presente artículo analiza cómo las tertulias literarias dialógicas están permitiendo empoderar a las mujeres inmigrantes y disminuir su situación de vulnerabilidad. Se ha desarrollado a partir de un estudio cualitativo con orientación comunicativa, en concreto se han realizado ocho entrevistas semiestructuradas, un grupo de discusión y observaciones comunicativas articuladas en sesiones semanales durante dos cursos escolares (2014-2015 y 2015-2016). Los resultados muestran que esta actuación educativa de éxito está contribuyendo a mejorar el aprendizaje del idioma, dotando de seguridad a las mujeres, fortaleciendo su auto-estima y reforzando sus relaciones familiares y de amistad.
... Another teacher explained their efforts to promote family participation in the government bodies of the centre. Research has shown that intitiatives designed to include women from minority groups or those having no educational degrees in decision-making processes in schools are contributing to overcoming gender inequalities in schools (Oliver, Soler and Flecha, 2009). ...
... were more willing to protect their friends from risky behaviours, such as fighting and excessive alcohol use. A study in Spain found that a dialogic process bringing in different perspectives at school level (including girls, boys, mothers and fathers, teachers and experts) through a task group on SRGBV challenged negative normalized practices (Oliver et al., 2009). For example, rather than dismissing a case perceived as minor sexual harassment, teachers in the task team were more likely to intervene and develop strategies following discussions that enabled them to see how others felt. ...
Technical Report
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171 articles (of 2525 publications identified) were reviewed to understand what approaches appear to be making a difference in addressing SRGBV. Some key findings are: Major evidence gaps exist in how to provide safe, inclusive and violence-free learning environments for girls and boys. Research has been skewed towards evaluations of short-term interventions at a moment of practice, with little long-term follow-up. While there is a good evidence base on violence prevention interventions with groups of children, work that is not specifically focused on sexual violence tends to be gender-blind. •Addressing the links between violence, identities, social and cultural norms and intersecting structural inequalities is crucial to effective interventions related to SRGBV. •Policies and practices need to be shaped based on critical reflection of how they influence girls’ and boys’ day-to-day experiences of violence •The most promising approaches involve those working with groups of young people on gender, sex and violence with reflection and consciousness-raising on gender identities, social norms and inequalities that shape the risk and experience of sexual violence. Single sex groups (e.g., girls’ and boys’ clubs), sometimes combined with mixed group sessions, can provide ‘safe spaces’ for building awareness about gender equality, violence prevention and redress. •Holistic community-based programmes that develop critical reflection and interpersonal skills, alongside socio-economic support/training can help deter peer violence, gang involvement, cyber bullying, violent crime and other negative behaviours. Psychological interventions in war zones need to be carefully tailored to local conditions, and more evidence is needed using a gender lens. •Supporting teachers and schools is paramount. Evidence suggests that women and men teachers’ confidence in addressing SRGBV can be strengthened by supporting reflection on their own values, beliefs and personal histories; curriculum materials and training in strategies to address discrimination and violence; and training in interactive, inclusive pedagogies. •Robust evidence is needed for interventions that focus on changing laws, developing policy or working with macro institutions; as well as interventions at district level by officials and organizations tasked with disseminating, implementing and monitoring policies. •Critical reflection on values, norms, professional cultures and institutions has the potential to strengthen policy enactment at the level of the ‘missing middle’.
... Algunos autores destacan que el diálogo que se establece entre el centro educativo y las familias tiene que llegar a todas las familias, especialmente a aquellas más desfavorecidas (Espelage, et al, 2013;Flecha, 2015). En el ámbito de género, se destaca que el hecho de dar protagonismo a todas las mujeres, especialmente a aquellas no académicas, es decir, que carecen de estudios superiores (Oliver, Soler & Flecha, 2009) contribuye a la detección y prevención de situaciones de violencia de género. En este sentido, también es clave la participación de los padres. ...
Article
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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.
... Algunos autores destacan que el diálogo que se establece entre el centro educativo y las familias tiene que llegar a todas las familias, especialmente a aquellas más desfavorecidas (Espelage, et al, 2013;Flecha, 2015). En el ámbito de género, se destaca que el hecho de dar protagonismo a todas las mujeres, especialmente a aquellas no académicas, es decir, que carecen de estudios superiores (Oliver, Soler & Flecha, 2009) contribuye a la detección y prevención de situaciones de violencia de género. En este sentido, también es clave la participación de los padres. ...
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Teacher’s practice, permeated by his/her being and doing in the classroom was and remains the subject of study in academia. This article presents the result of a Master Degree’s investigation on Education aimed to identify what are the practices of teachers in a Technical Course in Computing from a town located in the metropolitan area of Porto Alegre under of the view former students. The investigation was a mixed research methodology approach with an exploratory/descriptive goal and a technical ex-post-facto procedure. The research tool was a questionnaire administered to graduates a Technical Course in Computing. Quantitative data was analyzed by descriptive statistics while for the qualitative data we used analysis of content. Among the emerged results, it was observed that graduates with supervised training seem to have a more critical view than the non-supervised training graduates about the activities developed by their teachers. We identified different practices developed by teachers, among them in class assessment without student’s feedback, highlighting the need for improving the assessment practice by the teachers. We observed the need of a teaching more related with the labor market, as well as classes that combine theory with practice.
... In both primary and secondary schools and in other community educational centers in Spain, spaces of reflection and dialogue with youth and adolescents are being created to discuss the socialization processes that lead to one or another model of attraction, identifying them so that adolescents can choose to have relationships with people who afterward will not despise or abuse them somehow (Oliver, Soler, & Flecha, 2009;Puigvert, 2014). ...
Article
Background/Context Women's sexuality, and the ways they experience it, has been a major topic in feminist theories and movements throughout history. For the more than 20,000 working-class women who participated in the Free Women movement in Spain (the libertarian women's movement, which started in 1936), women's sexuality was also a key topic in both their process of empowerment and their claims and activities. Purpose The objective of this article is twofold. First, it explores the ways in which the Free Women movement helped improve the personal lives of women in that period. Second, this article analyzes how the libertarian women's movement contributed to the sexual education and encouraged other women to have sexual and affective relationships free of violence. Research Design The article is constructed based on the life stories of two women who participated in the Free Women's movement. Our analysis also draws from an in-depth review of literature on the libertarian movement and sexual education as well as of historical documents about the libertarian movement of that time. Findings/Results Our data reveal that thousands of women experienced personal transformations through their involvement in the libertarian movement, a social revolution that affected the entire society. Reflections on free love, the eradication of prostitution, and the promotion of “conscious motherhood” were leading ideas in both the educational activities that Free Women organized for working-class women and in the activists’ own personal lives. These women's ideas on sexuality contributed to the creation of a society with more egalitarian and free relationships based on mutual support, solidarity, and collective and community-based action. This article shows how the Free Women were historically independent agents whose multiple achievements and transformations have been largely ignored. Conclusions/Recommendations The article concludes by discussing how the main features of the Free Women's libertarian women's movement are present in the preventive socialization of gender violence that is currently being developed in some educational projects in Spain. In particular, the Free Women's contributions help students construct relationships free of violence.
... To overcome the problem of violence against women, spaces for support, assistance, and solidarity must be created within universities to help victims. Furthermore, recent programs, such as Green Dot (Coker et al., 2011), highlight the importance of not only supporting a victim when she decides to report an incident but also promoting bystander intervention (Banyard et al., 2004;McMahon & Banyard, 2012;Moynihan, Banyard, Arnold, Eckstein, & Stapleton, 2011;Oliver, Soler, & Flecha, 2009;Shorey et al., 2012). ...
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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.
... 2: because if they cheat on you and you rise above the situation is considered very positive for men This arbitrariness of the criteria that lead to labelling a girl a 'whore' as well as the fact that it is very hard for a girl to disengage from this 'identity' once it is inflicted upon her, make labelling one of 'the primary mechanisms used for monitoring female sexuality' (Skapoulli 2009: 90) and for making girls vulnerable within the school context. This vulnerability has been identified in a number of contexts (Eliasson et al. 2007) and constitutes a common form of GBV that remains normalized within the school context and peer relationships, as school mechanisms and educational curricula dealing with such violence are to a large extent inadequate or completely absent (Oliver et al. 2009). The lack of school mechanisms as well as the silencing of this issue through the school curriculum, contributes to the normalization of such violence and to its perpetuation in teenage and adult life. ...
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Gender-based violence (GBV) among adolescents has been an understudied phenomenon in Europe, despite the prevalence of studies that deal with violence against women and intimate partner violence. Drawing on the results of a research study conducted with Greek-Cypriot adolescents and teachers in secondary education schools in Cyprus, the present contribution aims to highlight common forms of GBV in adolescent intimate and peer relationships, as well as the much neglected gender dimension in the perpetration and toleration of bullying in schools. Furthermore, the author aims at examining the models of attraction that Greek-Cypriot teenagers maintain and their possible interconnections to violence. By investigating the various forms of gender-related violence the author aims to expose the diverse needs of youth in relation to this phenomenon, but also to examine the contribution that a reformulated citizenship education can make in addressing such violence and discrimination. For this purpose, the author takes a critical look on the management of gender and other social inequality-related issues through the citizenship education philosophy and curriculum, with a special focus on the Cypriot context, and argues for a more inclusionary concept of citizenship that would represent the everyday realities of diverse social groups and contribute to social change.
... Another teacher explained their efforts to promote family participation in the government bodies of the centre. Research has shown that intitiatives designed to include women from minority groups or those having no educational degrees in decision-making processes in schools are contributing to overcoming gender inequalities in schools (Oliver, Soler and Flecha, 2009). ...
... Algunas experiencias educativas y sociales que están trabajando para la superación de la discriminación de género o para la prevención de la violencia machista se han hecho eco de estos análisis y los están utilizando con éxito en su práctica o lucha cotidiana (Oliver, Soler & Flecha, 2009;Valls et al. 2008). En este sentido, seguir con esta transferencia entre el conocimiento científico y la sociedad civil está promoviendo el avance hacia relaciones cada vez más forjadas en actos comunicativos dialógicos. ...
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One of the barriers identified in terms of achieving social cohesion in Europe is the increase of gender violence amongst young people. In this article, we analyze the communicative acts that take place in young people's sexual-affective relationships through descriptions of the interaction they have experienced directly or have witnessed. The data for this analysis was gathered from daily life stories and communicative focus groups. The analysis of communicative acts identifies the verbal language used, but also gestures and tone of voice, as well as the speaker's social position. It also identifies the attractiveness attached to him or her within his or her peer group, social pressure, and the allocation of desire, etc. Differences in these factors can mean that the same word and even the same intentions can have different effects. Thus, the study of the characteristics of communicative acts provides us with criteria to clearly identify whether there is harassment or freedom in a relationship.
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A superação e a prevenção da violência de gênero demandam um posicionamento claro e ativo de homens que combatem as diversas formas de violência em nossa sociedade. A literatura acerca do papel das masculinidades em relação à prevenção e violência identificam modelos de masculinidade tradicionais que sustentam essa violência (masculinidades dominantes e oprimidas) e outras que, pela sua própria ação corajosa de enfrentamento às violências, ajudam a superá-la. No presente artigo apresentamos como se deu a constituição, o desenvolvimento do Grupo de Homens do NIASE, voltado ao fortalecimento e visibilização de Novas Masculinidades Alternativas, bem como sua atuação e contribuições decorrentes. O texto apresenta as bases teóricas e práticas acerca da socialização para atração pela violência, da socialização preventiva, dos modelos tradicionais e alternativos de masculinidade e a evolução das pesquisas na linha. Esse levantamento bibliográfico explicita como as análises teóricas sobre a socialização preventiva permite a proposição de ações em consonância com a literatura científica nacional quanto à prevenção de violência de gênero. Em seguida, o artigo discute as ações desenvolvidas pelo grupo, como formação em escolas, palestras, produções audiovisuais, entre outras, baseadas nos dados científicos e propostas teóricas e com resultados positivos. Além da formação externa ao grupo de pesquisa, os estudos e ações desenvolvidos pelo grupo de homens estabelece uma via de mão dupla com os demais eixos e subgrupos do próprio NIASE, contribuindo para a formação de seus e suas integrantes.
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O presente painel discute centralmente a violência de gênero e as ações e instrumentos para sua prevenção e superação a partir de pesquisas consolidadas no âmbito internacional que se relacionam diretamente com a Educação em duas diferentes modalidades e etapas: Infância, Juventude e Vida Adulta. Os trabalhos apresentam como paradigma epistemológico a abordagem teórica da Aprendizagem Dialógica e, no interior dele, o Feminismo Dialógico e as Novas Masculinidades Alternativas, perspectivas formuladas com aporte nas contribuições da Teoria da Ação Comunicativa de Jürgen Habermas e da Dialogicidade de Paulo Freire. Amparados/as nas pesquisas de impacto mundial, discutimos a violência de gênero e as ações que comprovadamente previnem a violência, focalizando, principalmente, Atuações Educativas de Êxito desenvolvidas em ambientes educacionais. Destacamos a socialização das crianças pequenas na Educação Infantil como possibilidade de intervenção para violência zero e a juventude por ter uma incidência de violência amplamente divulgada e, erroneamente, caracterizada como uma característica da desta fase da vida. Nesta direção, salientamos os parâmetros teóricos e metodológicos destes estudos na busca de elementos transformadores das situações violência de gênero, estabelecendo um diálogo entre seus pressupostos. Como resultados apresentamos um consolidado das pesquisas internacionais e desenvolvidas no Brasil que explicitam as Atuações Educativas de Êxito, tais como o Modelo Dialógico de Prevenção e Resolução de Conflitos (MDPRC) e o Clube de Valentes para o combate à violência de gênero que apontam a centralidade do diálogo e da inclusão de toda comunidade, resultados de um grande projeto de pesquisa (INCLUD-ED) desenvolvido por universidades de diferentes países e financiado União Europeia.
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This chapter discusses the idea of ‘democratic sociology’ through presenting how CREA is doing public sociology grounded in the principles of dialogic democracy. I describe how we conduct dialogic research which identifies ‘successful actions’—evidence of actions that reduced inequalities in different social contexts—in dialogue with researched communities. To illustrate this I provide two examples: (a) the transformation of La Esperanza barrio through the implementation of the ‘dialogic inclusion contract’ and the creation of a worker cooperative, and (b) the other women’s movement, the struggle of non-academic women who have transformed their lives and contributed to a more dialogic feminism.
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This chapter explains CREA’s research and theoretical development on the concept of preventive socialization of gender violence. By analyzing the link between attraction and violence that has been established in patriarchal society for centuries, we can advance toward disclosing one of the causes of gender based violence, thus informing how to transform it. The chapter revises some contributions of authors who have approached love-related issues, discussing aspects which, from the perspective of socialization, remained uncovered. Finally, drawing on the findings of our empirical research on the topic, I discuss the potential of ‘dialogic interactions’ as a way to achieve violence-free relationships.
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Gender violence and the violence exerted on social networks are particularly current issues of interest for both the scientific community and the media. When both types of violence are present during adolescence, a more specific area of study arises that is circumscribed to cyberbullying exerted and suffered by adolescents on the Internet. This work is part of a larger project carried out in secondary schools in Spain, with special focus on Andalusia (financed by BBVA, 2014-2016). The case here presented is the one for the province of Malaga. The educational community of Malaga is of a peculiar and heterogeneous nature that combines a large foreign section of the population that was the result of tourism (since the seventies in the past century) with other migratory phenomena that are shared with other regions of Spain. The purpose of the study was to show the prevalence of gender violence among adolescent students in the 15-17-year age bracket from the province of Malaga, and to identify the predictive factors of occasional and frequent violence on social networks. A survey was designed and validated that was applied in electronic format to a random sample of public schools in Malaga (n=282). The sample size allowed us to work with an error of ±0.06 (confidence level of 95%). The results and conclusions identify predictive factors of occasional and frequent violence, and suggest improvements to be made in action guidelines and protocols, as well as in the action to foster awareness among adolescents and the general public in regard to these issues.
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Drawing on the results of INCLUD-ED research, the European Commission and the Council of Europe have recommended considering schools as learning communities to reduce early school leaving and improve learning outcomes.
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Family involvement in educational activities is proven to improve children’s academic outcomes. In this sense, the results obtained by INCLUD-ED highlighted five types of family/community involvement , i.e., informative , consultative , decisive , evaluative and educative , and their individual effects on academic achievement. The results indicate that the decisive, evaluative, and educative types contribute the most to academic success . Examples of successful actions involving families are the dialogic literary gatherings (non-academic interactions where families are involved in reading classic literature), family digital and media literacy and parents and children’s clubs. The research reveals a connection between the aforementioned types of family involvement and student learning outcomes, as such family and community involvement in education transforms educational interactions in the school, the street and the household.
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Este artículo presenta los resultados de la investigación sobre cómo la participación diaria de las ¿Otras Mujeres¿ mujeres que no tienen formación académica o que pertenecen a minorías culturales o étnicasen las escuelas, contribuye en la superación de los estereotipos sexistas. El estudio muestra que su participación, tanto en actividades relacionadas con el aprendizaje instrumental, como en espacios de toma de decisiones, transforma las creencias estereotipadas sobre las habilidades de las mujeres sin formación académica, las mujeres inmigrantes o las de minorías culturales. Además, esta participación fomenta el aprendizaje del alumnado. Por todo ello, es necesario incluir a las ¿Otras Mujeres¿ en nuestras escuelas para avanzar en el logro de la igualdad de género en la educación y en la sociedad y para crear experiencias de aprendizaje más positivas para todas las niñas y niños.
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A wide range of research, including Scribner's cultural psychology, work by Rogoff and Lave on daily and situated cognition, and the notion of funds of knowledge (Moll & González, 2004), has demonstrated that all people have cultural intelligence which allows them to address and resolve many problems in daily life. In the same vein, the study of successful educational actions within the framework of the INCLUD-ED project reveals that more types of intelligence must be included in schools if educators are to respond successfully to the educational demands of highly heterogeneous classrooms. Using two case studies of community-based educational projects in Spain, this article shows how it is essential to recognize the cultural intelligence of all students in order to connect learning in classrooms with life outside school and thus provide meaning and a context for school knowledge.
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The damaging consequences of school violence affect many children and society at large. An important part of it remains undetected by many professionals. Gender also significantly influences many conflicts that are perceived only as peer violence. To provide real solutions that can succeed in preventing violence, European researchers have used communicative methodology. This transformative research approach was implemented in a study conducted in three Spanish schools, two primary and one secondary. This article presents a dialogic model for school violence prevention and describes a procedure that encourages significant community involvement. We argue that this model's dialogic approach to school violence prevention relies on some key principles from communicative methodology: overcoming an interpretative hierarchy and reaching consensus. This article demonstrates how the transformative approach of communicative methodology can be transferred to develop effective models of violence prevention.
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En la actual Sociedad de la Información y el Conocimiento, la escuela tiene la necesidad de proporcionar los mejores medios para asegurar el aprendizaje de todo el alumnado, garantizando la superación de las desigualdades y la mejora de los resultados académicos. En este sentido, existen evidencias científicas que demuestran la importancia de la participación de las familias y otros miembros de la comunidad como estrategia de éxito en las escuelas. Una de las referencias fundamentales que se destacan en este artículo es el proyecto Includ-ed, el cual subraya diferentes tipos de participación de la comunidad y su influencia en el aprendizaje y en el rendimiento escolar. Las tres formas de participación que tienen mayor relación con el éxito son la Decisiva, Evaluativa y Educativa. De esas formas de participación existen evidencias de, al menos, cuatro actuaciones concretas de participación de la familia y la comunidad basadas en un diálogo igualitario en centros educativos que favorecen la mejora de resultados. Para concluir el artículo, se presentan acciones concretas que favorecen y potencian dicha participación.Palabras claves: Aprendizaje, Dialógico, Participación de las familias, Implicación de la comunidad, Éxito educativo.In nowadays Society of Information and Knowledge, the school needs to provide the best means that ensure learning for all students, overcoming inequalities and guaranteeing the improvement of academic achievement. In this sense, there is scientific evidence showing the importance of the participation of families and other community members as a strategy for success at school. One of the fundamental references stressed in this article is the Include-ed project, which underlines different types of community participation and their influence on learning and school performance. The three kinds of participation most related with success are Decisive, Evaluative and Educative. Among these ways of participation, there is evidence of at least four specific interventions involving the participation of families and community based on egalitarian dialogue which improved the educational success. To conclude this article, we show some specific actions that help and strengthen that participation.Keywords: Learning, Dialogic, family participation, Community involvement, Educational success
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La violència de gènere és un greu problema social que necessita una resposta immediata i, a més, un treball preventiu per a abordar-la. Tot i que actualment són molts els recursos i les campanyes destinades a la prevenció d’aquesta, els casos no disminueixen i cada vegada afecten persones més joves. En aquest article presentem un projecte d’innovació docent en el qual han participat tres centres d’educació infantil i primària i set investigadors/es de dues universitats catalanes i que ha pretès assessorar i implementar actuacions educatives avalades per la comunitat científica internacional amb el principal objectiu de contribuir a una socialització preventiva de la violència de gènere. D’aquesta manera, a través d’activitats destinades a l’alumnat d’educació infantil i primària així com també al col·lectiu de professorat i al de familiars, en tant que agents que intervenen en l’educació dels nens i nenes, s’ha obtingut un impacte rellevant. Els resultats han mostrat que la formació del professorat així com també la dels familiars té una forta repercussió en la socialització preventiva del nens/es i joves. D’altra banda, cal destacar que a més a més de l’adquisició d’eines i estratègies per a la prevenció de la violència de gènere, les activitats realitzades han permès a l’alumnat obtenir altres resultats vinculats a l’aprenentatge i a la millora de la convivència.
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The aim of this paper is to reflect critically, using the latest data taken from reports, research, publications and other sources, on how to empower children in their daily Internet browsing given current online risks. These risks faced by children are a real concern for teachers, families and researchers and this article will focus on analyzing those online risks which produce the most emotional distress for children, namely grooming and cyberbullying. The use of the Internet, and the ease with which information or situations can be seen on it, has broken the social taboos associated with the risks that children are exposed to. Data such as 44% of children in Spain having felt sexually harassed on the Internet at any time in 2002, or 20% of U.S. children suffering cyberbullying according to a survey of 4,400 students in 2010, indicates the severity of the problem. Therefore, as stated in UNESCO’s MIL Curriculum for Teachers (Media and Information Literacy), it is necessary to work on the responsible use of the Internet by children and to empower them to reduce the possibility of them becoming future victims or bullies. At the end of the article we will develop a list of recommendations to be considered in the design of educational activities focused on the critical training of the minor’s use of the Internet.
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The critical communicative methodology has been developed by the Center of Research in Theories and Practices that Overcome Inequalities, CREA, as a research response to the dialogic turn of societies and sciences. It stresses that egalitarian dialogues between the scientific community and the lifeworld of the researched subjects are necessary to reach greater levels of social justice. For this dialogue to occur, the critical communicative methodology involves participants in all the stages, from the definition of the research questions until the interpretation and dissemination of results. In this article, we explain in depth the critical communicative methodology, its differences with other research approaches, the characteristics of the communicative organization of research studies, the communicative techniques for collecting empirical materials, and the communicative analysis. We also provide examples of the socio-political impact of Spanish and European research studies conducted with the critical communicative methodology to show the multiple ways through which dialogic research contributes to transform reality and improve the lives of the groups studied. The article is also a historical narrative that shows the ongoing development and impact of the critical communicative methodology over its now ten years of history.
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Violence against women in universities is an issue that was not studied in Spain until the pioneer research projects carried out by the CREA research center. Between 2008 and 2012, several studies were performed on this subject through competitive projects and dissertations. This article explains how these pioneer investigations, conducted with a communicative perspective demonstrate that gender violence also occurs in Spanish institutions, contrary to the prevailing wisdom of the university community. Once the problem has been identified, we discuss some of the consequences and the resistances encountered by victims and those who fight for a university free of violence against women when they make the issue visible and implement mechanisms to end it. Finally, we present some actions that are proving successful in overcoming the problem, as well as the first steps that are being taken in Spain in this regard.
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Despite the efforts of research, and the definition and implementation of policies and actions, gender violence remains one of the gravest problems in modern-day societies. Regardless of the difficulties, it is essential to identify and discuss this issue inside the framework of scientific research. Drawing on evidence of the social nature of gender violence, the communicative methodology of research has proven to contribute to unveiling the mechanisms through which socialization processes occur and has been able to propose measures and actions that can contribute to reversing this trend. This article explores the difficulties encountered in investigating this topic with young people and highlights the elements of the communicative methodology of research that allow for the definition of successful actions in preventive socialization of gender violence.
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The socio-cultural context shapes learning and development. Thus, schools cannot ignore neither the transformations shaping their surrounding societies, but be an active part of them, nor what those transformations mean for school learning. In this regard, technology has changed the way we think and learn, and learning has been shown to be deeply linked to the community of which we are part. However, benefits of involving the community in the ICT use in schools are barely explored in the literature; this article is aimed to shed some light on that aspect. We draw from a successful case, the Ariño school, and based on the dialogic learning theoretical framework, different strategies that promote a dialogic use of ICT are presented: community involvement in self-sufficient classrooms, community involvement outside the school settings, and community digital literacy. This analysis leads to the proposal of a community-based and dialogic approach to technology in schools.
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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.
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Concern about violence in schools has been increasing, and, correspondingly, conflict resolution and peer mediation training programs have been proliferating. These programs have been developed by researchers in the field of conflict resolution, advocates of nonviolence, anti-nuclear-war activists, and members of the legal profession. It is unknown, however, whether the programs are needed and whether or not they are effective. While there are numerous methodological and conceptual problems with the research on conflict resolution and peer mediation programs, the current evidence indicates that (a) conflicts among students do occur frequently in schools (although the conflicts rarely result in serious injury); (b) untrained students by and large use conflict strategies that create destructive outcomes by ignoring the importance of their ongoing relationships; (c) conflict resolution and peer mediation programs do seem to be effective in teaching students integrative negotiation and mediation procedures; (d) after training, students tend to use these conflict strategies, which generally leads to constructive outcomes; and (e) students’ success in resolving their conflicts constructively tends to result in reducing the numbers of student-student conflicts referred to teachers and administrators, which, in turn, tends to reduce suspensions.
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There is, internationally, increasing interest in the quality of children's character. This paper examines, in 21 elementary and 21 secondary schools, the role of classroom discipline in promoting student responsibility for the protection of learning and safety rights in the classroom. The results indicate that teachers are seen by students to react to classroom misbehavior by increasing their use of coercive discipline, which inhibits the development of responsibility in students and distracts them from their schoolwork. Unfortunately, teachers fail to increase their use of more productive techniques, such as discussions, rewards for good behavior and involvement in decision-making. Implications of these findings are discussed.
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The Expect Respect Project, a violence prevention program, was developed to reduce the incidence of bullying and sexual harassment by creating a positive school climate in which inappropriate behaviors are not tolerated and staff members respond consistently to incidents. The project implemented an educational intervention for students, parents, and staff members on expecting respect in student relationships and strategies for responding to inappropriate student behaviors. This article describes the educational intervention and evaluation of the project. Findings from the project showed a significant increase in awareness of bullying following the educational intervention. Bullying was reported to have occurred in areas with less adult supervision such as the playground, cafeteria, hallway, and buses. Students thought staff would respond to inappropriate behaviors by telling students to ignore verbal bullying or sexual harassment. In contrast, staff at the elementary schools thought adults would respond to inappropriate behaviors by telling the bully to stop, calling his or her parents, or giving a specific punishment.
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Bullying among schoolchildren is certainly a very old phenomenon. The fact that some children are frequently and systematically harassed and attacked by other children has been described in literary works, and many adults have personal experience of it from their own school days. Though many are acquainted with the bully/victim problem, it was not until fairly recently, in the early 1970s, that efforts were made to study it systematically (Olweus, 1973a, 1978). For a considerable time, these attempts were largely confined to Scandinavia. In the 1980s and early 1990s, however, bullying among schoolchildren has received some public attention in Japan, England, Australia, the United States, and other countries. There are now clear indications of an increasing societal as well as research interest into bully/victim problems in several parts of the world.
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The purpose of this study was to examine the victim-bully cycle in middle school and to identify student and school characteristics that contributed to the cycle of bullying, using cross-sectional data from the New Brunswick School Climate Study (N = 6,883 in grade 6 and N = 6,868 in grade 8). The results of a multivariate, multilevel analysis clearly indicated that the relationship of bully to victim was reciprocal. At the student level, gender, affective condition, and physical condition contributed to the victim-bully cycle in both grades. The number of siblings contributed to the cycle of bullying in grade 8. Gender, affective condition, and the number of siblings were more characteristics of bullies than victims, whereas physical condition was more a characteristic of victims than bullies. The victim-bully cycle at the school level has rarely been reported in the literature. This study suggests that the cycle of bullying was present in several aspects of school life. School size and discipline climate contributed to the victim-bully cycle in both grades. Parental involvement contributed to the cycle of bullying in grade 6, whereas academic press contributed to the cycle of bullying in grade 8. Although discipline climate both helped victims and discouraged bullies, parental involvement and academic press discouraged bullies more than helped victims.
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The responses of secondary-school students to the claims of ex-Education Minister Stephen Byers concerning 'laddish behaviour' on the part of boys are examined. The data is drawn from an ESRC-funded study of 14-16-year-old students' constructions of gender, learning, and future educational and occupational pathways. The extent to which boys' classroom behaviour was constructed as 'laddish' by students is discussed, and the discourses pervading these constructions are analysed. It is reported that the majority of students supported Byers' argument that boys' 'laddish' behaviour is impeding their learning, and that girls and boys drew on different gender discourses to support their arguments.
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This paper examines the discourses of morality drawn on by secondary school teachers in England to describe their attitudes to pupils' developing sexual identities. Although teachers recognized their own formative role in the sexual socialization of pupils and identified homophobic attitudes among boys, they were ambivalent about how far they could intervene in homophobic bulling in school. However, they failed even to recognize the widespread misogynistic bullying of girls by boys as a problem. Teachers expressed anxieties about girls' ownership of sexual knowledge and sexual agency while perceiving boys to be sexually immature and less ‘responsible’. We explore possible reasons for teachers' neglect of misogynistic bullying and their labelling of girls as sexually precocious. We argue that the discourses shaping teachers' attitudes to sexual morality and sex education were largely embedded in a form of liberal individualism that impeded them from confronting the structurally reproduced relations of gender domination.
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Bullying is repeated oppression, psychological or physical, of a less powerful person by a more powerful one. The prevalence of bullying by and of school children is quite high; in some studies, about half of children were bullies, and over half were victims. Boys bully more than girls, but boys and girls are victimized about equally. Generally, bullies are aggressive, tough, strong, confident, and impulsive. Victims are unpopular, lonely, rejected, anxious, depressed, unwilling to retaliate, and lacking in self-esteem. Bullying occurs especially at places and times when adult supervision and surveillance is minimal. There is some continuity over time between bullying and violent crime. Prevention methods aim to improve the social and friendship skills of the victim and the empathy of the bully and to improve adult supervision and "whole-school" environments. In Norway, a nationwide campaign against bullying seemed to be successful.
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Most pragmatic responses to school violence seek to assign individual blame and to instill individual responsibility in students. The authors of this article argue that school violence is the result of the structural violence of oppressive social conditions that force students (especially low-income, male African American and Latino students) to feel vulnerable, angry, and resistant to the normative expectations of prison-like school environments. From the vantage point of the intersection of critical race theory and materialist disability studies, the authors examine the impact of social, political, economic, and institutional structures on the social construction of the “deviant” student. They raise questions regarding violent “normalizing” structures and argue for more empowering alternatives.
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Studies on bullying at school proliferate, but the discourse is seriously lacking in sociological perspective. The explanation as to why some students bully others has been sought primarily within the personal attributes of the bully and the victim. Despite the fact that the school is the place where most bullying occurs, school factors that are correlated with the prevalence of bullying have been under-investigated. In Japan, however, schools have been subject to great scrutiny. By reviewing the Japanese literature on bullying ( ijime ), this paper discusses factors that appear to contribute to the school climate in which bullying among students becomes commonplace. These include authoritarian, hierarchical, and power-dominant human relationships, alienating modes of learning, high levels of regimentation, dehumanising methods of discipline, and highly interventionist human relationships in an excessively group-oriented social environment. The paper suggests the paradigm of student bullying needs to be re-thought.
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A survey of 525 undergraduates found that 40 percent of the women and 28.7 percent of the men had been sexually harassed by a college professor or instructor. Most incidents were gender harassment. While women reported significantly more gender harassment than did men, there were no gender differences in the frequency of unwanted sexual attention or sexual coercion. At least one incident of sexual harassment by a professor was experienced by 30 percent of the Blacks, 30 percent of the Hispanics, 33 percent of the Asians, 30 percent of the students of other minority groups, and 39 percent of the whites. Again, most of the experiences were gender harassment. Among those respondents who had experienced at least one incident of sexual harassment, almost all answered “never” to the question “Have you ever been sexually harassed by a college professor or instructor?” We conclude with some suggestions, particularly the need to improve measurement of the harassment experiences of men and of nonwhite women.
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A nationwide programme to prevent and manage bullying in Irish schools, based on that implemented in Norway in 1996, is currently being developed, and pilot work with a sample of primary schools within a single county of Ireland has been conducted and evaluated (the staff and pupils of 42 primary schools having been involved). A network of professionals (11 teachers) were trained to co-ordinate the anti-bullying programme in the schools, subsequent activities involving their training teachers (a total of 197) and parents in three to five schools each. In evaluation, pupils from 22 of the schools completed modified versions of the Olweus Bully/Victim Questionnaire [Olweus, 1989; Whitney and Smith, 1993]. Teachers completed a questionnaire (concerning their knowledge and feelings about bullying [Rigby, 1997]) both before and after the implementation of the anti-bullying training programme. Significant reductions were found in pupils' reports of having been victimised after the implementation of the programme. Overall, 19.6 per cent fewer children were victimised. There was a reduction of 50.0 per cent amongst those frequently victimised within the last school term, and of 43.0 per cent in reports of having been bullied within the last five school days. A reduction of 17.3 per cent in pupils' reports of having taken part in bullying others was also observed after the implementation of the programme. There were, in particular, significant reductions (69.2 per cent) in reports of frequently bullying others within the last school term, and of 51.8 per cent in reports of having taken part in bullying others within the last five school days. Whilst the programme was shown to reduce the incidence of pupils' involvement in bullying behaviour, the perennial challenge of attempting to increase the levels of pupils' reporting of bullying to teachers and parents remains a challenge for the authors to attend to in the further development of the nationwide anti-bullying programme.
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Although only recently reaching public and scholarly awareness as an important issue, the sexual harassment of women workers and students has been a problem for as long as women have worked and studied outside the home. Although now recognized as an important barrier to women's career development, sexual harassment has proven difficult to study due to the lack of a commonly accepted definition and any standardized instrumentation that could provide comparable results across studies. This paper describes the results of research undertaken to provide such an instrument, which we call the Sexual Experiences Questionnaire. The following sections will detail the instrument's development, results of psychometric analyses undertaken (including reliability and validity), and finally, the results of the application of the inventory to two large public universities. In addition, we describe the development of a second form of the inventory designed for working women and report the results for a large sample of academic, professional and semiprofessional, and blue-collar women.
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This investigation increases our understanding of the interpersonal interactions that take place during co-operative group work (CGW) among children nominated by their peers as bullies, victims and bystanders. Using the method of Interpersonal Process Recall (IPR), children were given the opportunity to explore their own and others' feelings and actions during video replays of co-operative group work at two time points over an eight-month period, and to share their emotional responses with other members of the group. The study indicated that CGW had an impact on the expression of some emotions. At Time 1, bystanders expressed more enjoyment of CGW than either bullies or victims; at Time 2, these differences had disappeared. However, the tendency of victims to deny their feelings in comparison to bullies and bystanders remained. The implications for educational practice are discussed.
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En: Cuadernos de pedagogía Barcelona 2007, n. 370, julio-agosto ; p. 50-53 En un colegio de educación primaria de Guipúzcoa se ponen en marcha actividades destinadas a fomentar entre los niños la convivencia democrática. El núcleo de las actividades se centra en torno a una asamblea, organizada en comisiones de trabajo y en la se debaten los temas considerados de interés por el alumnado. Se comentan algunas de las actividades realizadas, las cuales cuentan también con la participación de padres, profesores y voluntarios
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Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the involvement of teachers, parents and classmates in bullying incidents. The results of this study show that bullying is still prevalent in Dutch schools. More than 16% of the children aged 9-11 years reported being bullied on a regular basis and 5.5% reported regular active bullying during the current school term. Almost half of the bullied children did not tell their teacher that they were being bullied. When teachers knew about the bullying, they often tried to stop it, but in many cases the bullying stayed the same or even got worse. With regard to active bullying, neither the majority of the teachers nor parents talked to the bullies about their behavior. Our results stress the importance of regular communication between children, parents, teachers and health care professionals with regard to bullying incidents. In addition, teachers need to learn effective ways to deal with bullying incidents. Schools need to adopt a whole-school approach with their anti-bullying interventions.
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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.
Bullying at school: What we know and what we can do
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Discussion group with 3 girls and 3 boys aged 10 to 11
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G1A – Primary school, Barcelona. Discussion group with 3 girls and 3 boys aged 10 to 11, in Grades 5 and 6.
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Discipline without punishment: An account of a school in action
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Dialogar y transformar. Pedagogía crítica del siglo XXI [Dialogue and Transformation. Critical Pedagogy of the 21st century
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Women and social transformation
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