Enhancing pro-public-good professionalism in technical studies

In a university environment dominated by a traditional way of understanding knowledge, we argue that it is possible and necessary to foster capabilities among engineering students. Capabilities are understood as reasoned and substantive freedoms to lead the kind of life that people value, within a framework of respect for the core values of human development. In this sense, enhancing capabilities means fostering pro-public-good professionalism. With insight from an interview study conducted at the Universitat Politécnica de Valéncia, in Spain, we will argue how formal and informal spaces have the potential to foster capabilities such as participation, commitment, empathy, intercultural respect, critical thinking and self-reflexivity. These kinds of learning could be understood as a mixture of procedural know how and personal know how (Muller, Higher Education 70(3):409–416, 2015); as we will discuss in the last part of this paper, this kind of knowledge is difficult to assimilate within the framework of the terminology of skills and competences. Some recommendations for a capability-oriented curriculum are presented in the final section.The research leading to these results received funding from the European Union 7th Framework Programme under Grant Agreement Number 320136.Peer reviewe

Agenda 21 local y gobernanza democrática para el desarrollo humano sostenible: bases para una gestión orientada al proceso

Calabuig Tormo, C. (2008). Agenda 21 local y gobernanza democrática para el desarrollo humano sostenible: bases para una gestión orientada al proceso [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/2503Palanci

Fostering a Reparative International Development Cooperation System: Transformative Learning in a Master s Degree in Development Cooperation

In this chapter, we explore the potential to foster an alternative view of development, more inclusive, using the case of the master’s degree in development cooperation of the Universitat Politècnica de València (MDC-UPV) in Spain. We examine two educational proposals: action learning (AL) and external internships (EI). The relationship between transformative and restorative learning due to the expansion of capabilities in the students of the MDC-UPV can be a first step to inclusive forms of development. Mezirow’s theory (1990, 1997, 2003, 2006) can find in the capability approach (Sen, 1999, 2009; Nussbaum, 2001) a proposal to re-evaluate the results of these learning processes and expand their impact. Thus, the experience produces ‘some stability’ to ‘survive disorientation,’ as Lange (2004: 122) claims, and allows future development cooperation professionals to imagine and create a restorative future in this field (Sriprakash, 2022).Delgado-Caro, C.; Calabuig, C.; Maicas-Pérez, M. (2023). Fostering a Reparative International Development Cooperation System: Transformative Learning in a Master s Degree in Development Cooperation. En Reparative Futures and Transformative Learning Spaces. Springer Nature Switzerland AG. 111-136. http://hdl.handle.net/10251/20220211113

Scrutinizing the link between participatory governance and urban environment management. The experience in Arequipa during 2003-2006

[EN] This paper conceptualises participatory governance as a process of deepening local democracy through the opening of new spaces for civil society and citizens' participation. It explores the link with the urban environment planning and management processes as proposed by UN-HABITAT's SCP/LA21 programmes.To this end, an analysis of the Urban Environment Management Support Strategy in Arequipa (Peru) promoted by UN-HABITAT and UNEP in 2003-2006 is undertaken to examine how Local Agenda 21 can contribute to institutionalise participatory governance processes which deepen democratic management of sustainable human development in cities. Methodologically, this is made by applying Gaventa's (2006) participatory governance approach in the case study with extensive fieldwork carried out in the city.According to that, conclusions are drawn in three different areas. Firstly, the participatory process itself and the role of the working groups, the use of objective data, the connection with citizens and some issues concerning facilitation. Secondly, the analysis goes inside accountability and explores the conflictive link between political action and negotiations which take place within a participatory planning process. Thirdly, the paper discusses institutionalisation and the importance of capitalising previous experiences and existing networks with a particular emphasis on the ones related to environmental education and training. © 2010 Elsevier Ltd.This research has received financial support of Centro de Estudios para América Latina y la Cooperación Internacional (CeALCI) at Fundación Carolina.Peris Peris, J.; Acebillo-Baqué, M.; Calabuig Tormo, C. (2011). Scrutinizing the link between participatory governance and urban environment management. The experience in Arequipa during 2003-2006. Habitat International. 35(1):84-92. doi:10.1016/j.habitatint.2010.04.003849235

Challengers in energy transitions beyond renewable energy cooperatives: community-owned electricity distribution cooperatives in Spain

[EN] Over the last decade, grassroots challengers to the Spanish electricity regime have grown in number and diversity. But whilst 'newer' renewable actors have attracted increasing scholarly attention, 'older', affordability-oriented challengers remain under-studied, despite their evolution. Prompted by an interest in potential coalitions of challengers in Spain, we draw inspiration from the Multi-Level Perspective to explore how traditional, community-owned electricity distribution cooperatives 'read' the energy transition and act accordingly. Our analysis traces the evolution of one such cooperative, the Cooperativa Electrica d'Alginet (CEA), and draws on 16 interviews, secondary literature and media reports. We scrutinise how CEA frames changes in the landscape, windows of opportunity in the regime, and the evolution of challengers. Our key finding is a growing alignment of CEA with the frames espoused by the younger renewable cooperatives. This rapprochement invites further research about emerging political coalitions between extant and novel challengers in national electricity regimes.This work was supported by Universitat Politecnica de Valencia [Grant Number CCD ADSIDEO 2016].Cuesta-Fernández, I.; Belda-Miquel, S.; Calabuig Tormo, C. (2020). Challengers in energy transitions beyond renewable energy cooperatives: community-owned electricity distribution cooperatives in Spain. Innovation The European Journal of Social Science Research. 33(2):140-159. https://doi.org/10.1080/13511610.2020.1732197S140159332Aklin, M., & Urpelainen, J. (2018). Renewables. doi:10.7551/mitpress/11112.001.0001Bauwens, T., Gotchev, B., & Holstenkamp, L. (2016). What drives the development of community energy in Europe? The case of wind power cooperatives. Energy Research & Social Science, 13, 136-147. doi:10.1016/j.erss.2015.12.016Becker, S., Kunze, C., & Vancea, M. (2017). Community energy and social entrepreneurship: Addressing purpose, organisation and embeddedness of renewable energy projects. Journal of Cleaner Production, 147, 25-36. doi:10.1016/j.jclepro.2017.01.048Benford, R. D., & Snow, D. A. (2000). Framing Processes and Social Movements: An Overview and Assessment. Annual Review of Sociology, 26(1), 611-639. doi:10.1146/annurev.soc.26.1.611Bos, B., & Grin, J. (2008). «Doing» Reflexive Modernization in Pig Husbandry. Science, Technology, & Human Values, 33(4), 480-507. doi:10.1177/0162243907306697Bosman, R., Loorbach, D., Frantzeskaki, N., & Pistorius, T. (2014). Discursive regime dynamics in the Dutch energy transition. Environmental Innovation and Societal Transitions, 13, 45-59. doi:10.1016/j.eist.2014.07.003Capellán-Pérez, I., Campos-Celador, Á., & Terés-Zubiaga, J. (2018). Renewable Energy Cooperatives as an instrument towards the energy transition in Spain. Energy Policy, 123, 215-229. doi:10.1016/j.enpol.2018.08.064Ciarreta, A., Espinosa, M. P., & Pizarro-Irizar, C. (2014). Is green energy expensive? Empirical evidence from the Spanish electricity market. Energy Policy, 69, 205-215. doi:10.1016/j.enpol.2014.02.025Fuchs, G., & Hinderer, N. (2016). One or many transitions: local electricity experiments in Germany. Innovation: The European Journal of Social Science Research, 29(3), 320-336. doi:10.1080/13511610.2016.1188683Garrués-Irurzun, J. (2010). Market power versus regulatory power in the Spanish electricity system, 1973–1996. Renewable and Sustainable Energy Reviews, 14(2), 655-666. doi:10.1016/j.rser.2009.10.008Geels, F. W. (2002). Technological transitions as evolutionary reconfiguration processes: a multi-level perspective and a case-study. Research Policy, 31(8-9), 1257-1274. doi:10.1016/s0048-7333(02)00062-8Geels, F. W. (2010). Ontologies, socio-technical transitions (to sustainability), and the multi-level perspective. Research Policy, 39(4), 495-510. doi:10.1016/j.respol.2010.01.022Geels, F. W. (2011). The multi-level perspective on sustainability transitions: Responses to seven criticisms. Environmental Innovation and Societal Transitions, 1(1), 24-40. doi:10.1016/j.eist.2011.02.002Geels, F. W. (2014). Regime Resistance against Low-Carbon Transitions: Introducing Politics and Power into the Multi-Level Perspective. Theory, Culture & Society, 31(5), 21-40. doi:10.1177/0263276414531627Geels, F. W., Kern, F., Fuchs, G., Hinderer, N., Kungl, G., Mylan, J., … Wassermann, S. (2016). The enactment of socio-technical transition pathways: A reformulated typology and a comparative multi-level analysis of the German and UK low-carbon electricity transitions (1990–2014). Research Policy, 45(4), 896-913. doi:10.1016/j.respol.2016.01.015Geels, F. W., & Schot, J. (2007). Typology of sociotechnical transition pathways. Research Policy, 36(3), 399-417. doi:10.1016/j.respol.2007.01.003Geels, F. W., Sovacool, B. K., Schwanen, T., & Sorrell, S. (2017). The Socio-Technical Dynamics of Low-Carbon Transitions. Joule, 1(3), 463-479. doi:10.1016/j.joule.2017.09.018Gómez, A., Dopazo, C., & Fueyo, N. (2016). The «cost of not doing» energy planning: The Spanish energy bubble. Energy, 101, 434-446. doi:10.1016/j.energy.2016.02.004Haas, T. (2019). Struggles in European Union energy politics: A gramscian perspective on power in energy transitions. Energy Research & Social Science, 48, 66-74. doi:10.1016/j.erss.2018.09.011Heras-Saizarbitoria, I., Sáez, L., Allur, E., & Morandeira, J. (2018). The emergence of renewable energy cooperatives in Spain: A review. Renewable and Sustainable Energy Reviews, 94, 1036-1043. doi:10.1016/j.rser.2018.06.049Hess, D. J. (2018). Energy democracy and social movements: A multi-coalition perspective on the politics of sustainability transitions. Energy Research & Social Science, 40, 177-189. doi:10.1016/j.erss.2018.01.003Hess, D. J. (2019). Coalitions, framing, and the politics of energy transitions: Local democracy and community choice in California. Energy Research & Social Science, 50, 38-50. doi:10.1016/j.erss.2018.11.013Islar, M., & Busch, H. (2016). «We are not in this to save the polar bears!» – the link between community renewable energy development and ecological citizenship. Innovation: The European Journal of Social Science Research, 29(3), 303-319. doi:10.1080/13511610.2016.1188684Markard, J., Suter, M., & Ingold, K. (2016). Socio-technical transitions and policy change – Advocacy coalitions in Swiss energy policy. Environmental Innovation and Societal Transitions, 18, 215-237. doi:10.1016/j.eist.2015.05.003Munoz, L. A. H., Huijben, J. C. C. M., Verhees, B., & Verbong, G. P. J. (2014). The power of grid parity: A discursive approach. Technological Forecasting and Social Change, 87, 179-190. doi:10.1016/j.techfore.2013.12.012Pellicer-Sifres, V., Belda-Miquel, S., Cuesta-Fernandez, I., & Boni, A. (2018). Learning, transformative action, and grassroots innovation: Insights from the Spanish energy cooperative Som Energia. Energy Research & Social Science, 42, 100-111. doi:10.1016/j.erss.2018.03.001Romero-Rubio, C., & de Andrés Díaz, J. R. (2015). Sustainable energy communities: a study contrasting Spain and Germany. Energy Policy, 85, 397-409. doi:10.1016/j.enpol.2015.06.012Rosenbloom, D., Berton, H., & Meadowcroft, J. (2016). Framing the sun: A discursive approach to understanding multi-dimensional interactions within socio-technical transitions through the case of solar electricity in Ontario, Canada. Research Policy, 45(6), 1275-1290. doi:10.1016/j.respol.2016.03.012Rotmans, J., Kemp, R., & van Asselt, M. (2001). More evolution than revolution: transition management in public policy. Foresight, 3(1), 15-31. doi:10.1108/14636680110803003Rubio-Mondéjar, J. A., & Garrués-Irurzun, J. (2015). Economic and Social Power in Spain: corporate networks of banks, utilities and other large companies (1917–2009). Business History, 58(6), 858-879. doi:10.1080/00076791.2015.1115483Scoones, I., Leach, M., & Newell, P. (Eds.). (2015). The Politics of Green Transformations. doi:10.4324/9781315747378Seyfang, G., Hielscher, S., Hargreaves, T., Martiskainen, M., & Smith, A. (2014). A grassroots sustainable energy niche? Reflections on community energy in the UK. Environmental Innovation and Societal Transitions, 13, 21-44. doi:10.1016/j.eist.2014.04.004Seyfang, G., Park, J. J., & Smith, A. (2013). A thousand flowers blooming? An examination of community energy in the UK. Energy Policy, 61, 977-989. doi:10.1016/j.enpol.2013.06.030Smith, A. (2007). Translating Sustainabilities between Green Niches and Socio-Technical Regimes. Technology Analysis & Strategic Management, 19(4), 427-450. doi:10.1080/09537320701403334Smith, A., Fressoli, M., Abrol, D., Arond, E., & Ely, A. (2016). Grassroots Innovation Movements. doi:10.4324/9781315697888Smith, A., Voß, J.-P., & Grin, J. (2010). Innovation studies and sustainability transitions: The allure of the multi-level perspective and its challenges. Research Policy, 39(4), 435-448. doi:10.1016/j.respol.2010.01.023Snow, D. A., Rochford, E. B., Worden, S. K., & Benford, R. D. (1986). Frame Alignment Processes, Micromobilization, and Movement Participation. American Sociological Review, 51(4), 464. doi:10.2307/2095581Stenzel, T., & Frenzel, A. (2008). Regulating technological change—The strategic reactions of utility companies towards subsidy policies in the German, Spanish and UK electricity markets. Energy Policy, 36(7), 2645-2657. doi:10.1016/j.enpol.2008.03.007Szarka, J. (2010). Bringing interests back in: using coalition theories to explain European wind power policies. Journal of European Public Policy, 17(6), 836-853. doi:10.1080/13501763.2010.486988Tarrow, S. (1998). Power in Movement. doi:10.1017/cbo9780511813245Vancea, M., Becker, S., & Kunze, C. (2017). El arraigo local en proyectos energéticos comunitarios. Una perspectiva de emprendimiento social. Revista Internacional de Sociología, 75(4), 077. doi:10.3989/ris.2017.75.4.17.03Verbong, G. P. J., & Geels, F. W. (2010). Exploring sustainability transitions in the electricity sector with socio-technical pathways. Technological Forecasting and Social Change, 77(8), 1214-1221. doi:10.1016/j.techfore.2010.04.008Walker, G., Devine-Wright, P., Hunter, S., High, H., & Evans, B. (2010). Trust and community: Exploring the meanings, contexts and dynamics of community renewable energy. Energy Policy, 38(6), 2655-2663. doi:10.1016/j.enpol.2009.05.05

Educating Engineers for the Public Good Through International Internships: Evidence from a Case Study at Universitat Politècnica de València

[EN] At Universitat Politecnica de Valencia, Meridies, an internship programme that places engineering students in countries of Latin America, is one of the few opportunities the students have to explore the implications of being a professional in society in a different cultural and social context. This programme was analyzed using the capabilities approach as a frame of reference for examining the effects of the programme on eight student participants. The eight pro-public-good capabilities proposed by Melanie Walker were investigated through semi-structured interviews. The internship is an environment in which students can put into practice the knowledge they have acquired in undergraduate studies and to find practical relevance in what they studied. Occasionally, this also entails a critical questioning of what they have learned, a greater awareness of the limits of the contents of their studies and of the way things were taught, and interest in less explored issues that are closely linked to social justice. However, tensions can arise between the pro-public-good oriented perspectives of this programme, and a more instrumental vision. One way to overcome these tensions is to foster consideration of reflexivity, that is, the dynamic relationship between technology and society. To do so, the programme must create space before and during the internship, and upon the return of the students, to discuss and collectively reflect upon their lived experience. Additionally, it ought to engage supervisors in this educational journey, both at the university and in the host institutions, and also involve socially committed organisations in this task.We are grateful to all the participants in this research, which includes students and the staff in charge of the Meridies programme, especially Llanos Gomez and Alvaro Fernandez-Baldor. Also, we would like to thank the editors of this special issue and the anonymous reviewers for their valuable suggestions. Finally, we would like to thank James Hunt, who made an accurate translation from Spanish into English.Boni Aristizábal, A.; Sastre Aparisi, JJ.; Calabuig Tormo, C. (2019). Educating Engineers for the Public Good Through International Internships: Evidence from a Case Study at Universitat Politècnica de València. Science and Engineering Ethics. 25(6):1799-1815. https://doi.org/10.1007/s11948-015-9728-zS17991815256Baillie, C., & Levine, M. (2013). Engineering ethics from a justice perspective: A critical repositioning of what it means to be an engineer. International Journal of Engineering, Social Justice and Peace,2(1), 10–20.Boni, A., & Gasper, D. (2011). La Universidad como debiera ser. Propuestas desde el desarrollo humano para repensar la calidad de la Universidad. [The university as it might be. Contributions of a human development approach to rethinking quality of universities]. Sistema,220, 99–115.Boni, A., & Gasper, D. (2012). Rethinking the quality of universities—How can human development thinking contribute? Journal of Human Development and Capabilities,13(3), 451–470.Boni, A., MacDonald, P., & Peris, J. (2012). Cultivating engineers’ humanity: Fostering cosmopolitanism in a Technical University. International Journal of Educational Development,32(1), 179–186.Boni, A., & Walker, M. (Eds.). (2013). Universities and human development. A new imaginary for the university of the XXI century. London: Routledge.Bourn, D., & Neal, I. (2008). The global engineer: Incorporating global skills within UK higher education of engineers. London: Engineers Against Poverty and IOE.Crosbie, V. (2013). Capabilities and a pedagogy for global identities. In A. Boni & M. Walker (Eds.), Universities and human development. A new imaginary for the university of the XXI century (pp. 178–191). London: Routledge.Cruickshank, H., & Fenner, R. A. (2007). The evolving role of engineers: Toward sustainable development of the built environment. Journal of International Development,19(1), 111–121.Gasper, D., & George, S. (2010). Cultivating humanity? Education and capabilities for a “Global Great Transition”. Working Paper 503. The Hague: Institute of Social Studies.Greenwood, D., & Levin, M. (2007). Introduction to action research. Social research for social change. Thousand Oaks, CA, London: Sage.Harris, C. E., Jr. (2008). The good engineer: Giving virtue its due in engineering ethics. Science and Engineering Ethics,14(2), 153–164.Kabo, J. (2013). Editor’s introduction. International Journal of Engineering, Social Justice and Peace,2(1), 1–2.Mitcham, C., & Englehardt, E. (2015). Ethics across the curriculum: Prospects for broader (and deeper) teaching and learning in research and engineering ethics. Science and Engineering Ethics, 22 (this issue).Moskal, B. M., Skokan, C., Munoz, D., & Gosink, J. (2008). Humanitarian engineering: Global impacts and sustainability of a curricular effort. International Journal of Engineering Education,24(1), 162–174.Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge MA: Harvard University Press.Nussbaum, M. (2000). Women and human development: The capabilities approach. Cambridge: Cambridge University Press.Nussbaum, M. (2006). Education and democratic citizenship: Capabilities and quality education. Journal of Human Development,7(3), 385–395.Passino, K. M. (2009). Educating the Humanitarian Engineer. Science and Engineering Ethics,15(4), 577–600.Penz, P., Drydyk, J., & Bose, P. (2010). Displacement by development. Ethics, rights and responsibilities. Cambridge: Cambridge University Press.Rawls, J. (1971). A theory of justice. Cambridge: Harvard University Press.Robbins, P. T. (2007). The reflexive engineer: Perceptions of integrated development. Journal of International Development,19(1), 99–110.Sen, A. (1999). Development as freedom. New York: Knopf.Sheppard, S. D., Macatangay, K., Colby, A., & Sullivan, W. M. (2008). Educating engineers. Designing for the future of the field. San Francisco: Jossey-Bass and The Carnegie Foundation.United Nations Development Programme. (2014). Human development report. New York: United Nations Development Programme.Walker, M. (2006). Higher education pedagogies. Berkshire, NY: Society for Research into Higher Education and Open University Press.Walker, M., & McLean, M. (2013). The global engineer professional education, capabilities and the public good. London: Routledge

¿Los objetivos de desarrollo sostenible como solución a los problemas de la cooperación al desarrollo? Explorando cuestionamientos y propuestas a partir de las miradas de la sociedad civil valenciana Are Sustainable Development Goals the solution to international aid problems? Exploring questionings and proposals form Valencian civil society

El trabajo se sitúa en el actual debate sobre si la adopción de la Agenda Global 2030 y los objetivos de desarrollo sostenible en las políticas y prácticas de cooperación supone un avance o un retroceso. Para ello, nos interrogamos más concretamente sobre si pueden ser positivos o negativos para abordar los problemas concretos percibidos por el sector de la cooperación no gubernamental al desarrollo español. De forma más normativa y posicionada, nos preguntamos si la agenda puede contribuir a abordar estos problemas de una forma más transformadora, esto es, contribuyendo a la repolitización de la cuestión del desarrollo y la cooperación. Para ello, nos hemos centrado en las reflexiones y cuestionamientos que emergen desde la sociedad civil en el caso de la cooperación valenciana. Estas voces nos ofrecen una mirada cuestionadora de mucho interés, a partir de la cual repensamos y proponemos formas en la que la agenda global puede adoptarse, para avanzar hacia una cooperación más transformadora. This study situats in the current debates on the adoption of Global Agenda 2030 and the Sustainable Development Goals and on the question if this can be considered and advancement or not. We focus in the specific case of the Spanish non-governmental development sector, in order to address if the Agenda can solve the problems felt by the stakeholders. From a more normative and positioned perspectives, we ask is the Agenda can contribute to address these problems from a more transformative perspective, that is, contributing to the repoliticization of development and aid. For this aim, we address the reflections and questionings that emerge from civil society in the case of Valencian development aid. These voices offer a challenging and a very interesting perspective from which we can unpack the Agenda and propose ways in which it can be adapted in order to advance towards a more transformative development aid

Una nueva mirada a la competencia transversal de trabajo en equipo desde los enfoques de participación y cuidados: El caso del Máster en Cooperación al Desarrollo por la UPV

[EN] This communication presents the work carried out to improve and evaluate the development of the transversal competence "teamwork" in the students of the Master’s Degree in Development Cooperation by the Universitat Politècnica de València. During the academic years 2015-2016 and 2016-2017 it has been realized emphasizing the approaches of participation and care ethics. The results are being satisfactory and encouraging, due in part to the collaboration with an external Development NGO. But some improvements can be introduced such as deepening the approaches adopted and their transfer to the competence, to extend the proposal to the whole master progressively or to improve the monitoring of the process and the accompaniment of the students[ES] La comunicación presenta el trabajo realizado durante los cursos académicos 2015-2016 y 2016-2017 para mejorar y evaluar el desarrollo de la competencia transversal “trabajo en equipo” en el alumnado del Máster en Cooperación al Desarrollo por la Universitat Politècnica de València, desde los enfoques de la participación y los cuidados. Los resultados están siendo satisfactorios y alentadores, debido en parte a la colaboración con una ONGD externa; si bien evidencian elementos susceptibles de reflexión y mejora, como son profundizar en los enfoques adoptados y su traslado a la competencia estudiada, hacer extensible el trabajo en esta competencia a todo el máster progresivamente o mejorar el seguimiento y el acompañamiento al alumnado.Calabuig Tormo, C.; Belda Miquel, S.; Fernández-Baldor, Á. (2017). Una nueva mirada a la competencia transversal de trabajo en equipo desde los enfoques de participación y cuidados: El caso del Máster en Cooperación al Desarrollo por la UPV. En In-Red 2017. III Congreso Nacional de innovación educativa y de docencia en red. Editorial Universitat Politècnica de València. 867-881. https://doi.org/10.4995/INRED2017.2017.6803OCS86788

El trabajo en equipo desde la mirada de los cuidados y la participación: reflexiones de su aplicación en el Máster en Cooperación al Desarrollo por la UPV

[EN] The article shows the results obtained in the Master's Degree in Development Cooperation of the Universitat Politècnica de València, related to the application of the participation and care approach in teamwork competence, from the end of the 2016-2017 academic year, to current 2017-2018 academic year. The work collects what has been carried out since the 2015-2016 academic year, allowing to assess the improvements introduced and analyzing the evolution in two different groups of students. The most outstanding innovation in the last year is the improvement of the rubric for the evaluation of the competence, with the assistance of a Valencian DNGO in the assessment. There has also been a transfer of the competence to the space of external curricular internships of the master. The results continue to show the need to accompany the process, as well as to reinforce the understanding and application of some dimensions of teamwork from the adopted approaches, in order to consolidate the proposal[ES] La comunicación muestra los resultados obtenidos en el Máster en Cooperación al Desarrollo por la Universitat Politècnica de València, relativos a la aplicación del enfoque de cuidados y la participación a la competencia transversal trabajo en equipo, desde finales del curso 2016-2017, hasta lo que lleva de avance el curso 2017-2018. El trabajo recoge lo llevado a cabo desde el curso 2015-2016, permitiendo valorar las mejoras introducidas y analizando la evolución en dos grupos de alumnado diferente. La innovación más destacada en el último año es la mejora de la rúbrica para la evaluación de la competencia, con el concurso de una ONGD valenciana en el asesoramiento. También ha habido un traslado de la competencia al espacio de las prácticas externas curriculares del máster. Los resultados siguen mostrando la necesidad de acompañar el proceso, así como reforzar el entendimiento y aplicación de algunas dimensiones del trabajo en equipo desde los enfoques adoptados, para consolidar la propuesta.Calabuig Tormo, C.; Fernández-Baldor Martínez, Á.; Belda Miquel, S. (2018). El trabajo en equipo desde la mirada de los cuidados y la participación: reflexiones de su aplicación en el Máster en Cooperación al Desarrollo por la UPV. En IN-RED 2018. IV Congreso Nacional de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 1428-1442. https://doi.org/10.4995/INRED2018.2018.87271428144

Tejiendo Voces en el barrio de Na Rovella. Aprendizaje en Acción 2019

El Máster en Cooperación al Desarrollo por la Universitat Politècnica de València (UPV) viene desarrollando procesos de Aprendizaje en Acción (AA) en la ciudad de València desde el curso 2016-2017. Las dos primeras experiencias se desarrollaron en el barrio Benicalap junto a diferentes actores sociales: IES de Benicalap, Asociación de Vecinos de Benicalap-Entrecaminos, Casa Caridad y Asociación Ultramarins 154. Este cuaderno muestra los trabajos realizados en el tercer año del proceso, desarrollado en el curso académico 2018/19, en el barrio de Na Rovella. El AA es una metodología docente basada en la acción que busca contribuir a un cambio junto a los colectivos sociales que interactúan en un contexto determinado. Los aprendizajes de los dos primeros procesos han contribuido a innovar en el formato y en las técnicas, pero los principales retos están relacionados precisamente con el contexto sociocultural del barrio en el que se desarrolla la acción y la diversidad de prácticas de las organizaciones e instituciones implicadas. El barrio de Na Rovella, también conocido como “La Plata”, pertenece al distrito de Quatre Carreres y se caracteriza por ser un barrio diverso, donde confluyen diferentes culturas y sectores poblacionales. Se trata de uno de los cinco barrios más vulnerables de la ciudad de València y donde sin lugar a dudas se pueden encontrar muchos contrastes. También destaca por la gran cantidad de colectivos sociales trabajando en el barrio, así como por los servicios sociales ofrecidos por diferentes instituciones públicas. En el AA 2019 han participado activamente las siguientes organizaciones del barrio: la Universitat Popular de Na Rovella (en adelante, UP), el IES Jordi de Sant Jordi y el Centro de Jóvenes Taleia de la Fundación Adsis (en adelante Taleia).Este cuaderno es fruto de un proceso colectivo de aprendizaje en acción impulsado por el Máster en Cooperación al Desarrollo de la Universitat Politècnica de València (UPV) y llevado a cabo en colaboración con el Instituto de Educación Secundaria (IES) Jordi de Sant Jordi, la Universidad Popular (UP) de Na Rovella, el Centro de Jóvenes Taleia de la Fundación Adsis y diferentes iniciativas y organizaciones del barrio Na Rovella de València (España). Agradecemos sinceramente el compromiso, tiempo y dedicación de todas las personas implicadas en el proceso: al alumnado del IES, al profesorado, la dirección, las mujeres de Taleia, alumnado de la UP y las personas vinculadas a las organizaciones del barrio, así como a las vecinas y vecinos que se interesaron por el proceso y compartieron la devolución pública. En particular, agradecemos a María Díaz (responsable de la UP Na Rovella), David Aucejo (director IES Jordi de Sant Jordi) y a Begoña Feria y David Alcaina (del Centro Taleia). También agradecer la cesión del espacio de trabajo a la UP durante todo el proceso y la colaboración de Taleia en la logística y espacio del último día. Además, agradecer el apoyo económico del Vicerrectorado de Responsabilidad Social y Cooperación de la UPV por las camisetas corporativas y al Instituto de Ciencias de la Educación de la UPV por el Proyecto de Innovación y Mejora Educativa (PIME B08) que ha permitido la impresión en papel de este cuaderno. Por último, un agradecimiento especial a las y los compañeras profesoras del Máster que han apoyado y participado en el proceso y a todo el alumnado del Máster (co-autoras/es de esta publicación), que participaron y desarrollaron el proceso de aprendizaje en acción.http://www.mastercooperacion.upv.es/cuadernos-docentes-investigacionLeivas Vargas, M.; Maicas Pérez, M.; Fernández-Baldor Martínez, Á.; Calabuig Tormo, C. (2019). Tejiendo Voces en el barrio de Na Rovella. Aprendizaje en Acción 2019. http://hdl.handle.net/10251/14219