From the reel to the screen: an approach to the uses and social functions of photography in digital immigrants

El medio fotográfico se ha visto alterado por el proceso de digitalización, y, especialmente, por la popularización de smartphones dotados de cámaras de alta calidad y el desarrollo en la Web 2.0 de plataformas de social media. Las prácticas y significaciones que envuelven la fotografía digital parecen diferir de las propias de la cultura analógica. En este artículo, desde un enfoque exploratorio, se busca examinar las configuraciones que emergen alrededor de la fotografía digital, con especial atención a sus usos y funciones sociales, en comparación con la época de predominio analógico. En este sentido, se ha tomado como población objeto de estudio al colectivo de personas no profesionales de la fotografía, con edades comprendidas entre los 35 y 50 años, considerados inmigrantes digitales. Siguiendo la metodología cualitativa, se han realizado entrevistas semiestructuradas con fotoelicitación para una aproximación a los espacios de reflexión clave en relación con el fenómeno de estudio. Entre los resultados, destacan los cambios experimentados en la producción, almacenamiento, distribución e incluso remembranza de fotografías. La cámara, ahora anexa al smartphone, ha propiciado que la fotografía se convierta en un elemento más de la cotidianidad al estar presente en todos los espacios y, en efecto, aparecen nuevas formas de usarla. El propio acto de fotografiar está cada vez más vinculado al uso de plataformas de social media, donde la fotografía online y pasajera se antepone a la fotografía de papel como sinónimo de recuerdo. Lo comunicativo se antepone a lo conmemorativo.The photographic medium has been altered by the digital process, especially accompanied by the popularization of smartphones equipped with high-quality cameras and the development of social media platforms on Web 2.0. The practices and meanings that involve digital photography seem to differ from those of the analogical culture. In this article, applying an exploratory approach, we seek to examine the configurations that emerge around the digital photography, with special attention to its uses and social functions, compared to the time of analogical dominance. In this sense, non-professional photographers, aged between 35 and 50 and considered digital immigrants, have been taken as the target population. Following a qualitative methodology, semi-structured interviews with photo-elicitation have been carried out for an approach to the key reflection spaces in relation to the study phenomenon. Results highlight changes in production, storage, distribution and even remembrance of photographs. The camera, now attached to the smartphone, has allowed photography to become another element of everyday life by being present in all spaces and, indeed, new ways of using it appear. The act of photographing is increasingly linked to the use of social media platforms, where online and fleeting photography takes precedence over paper photography as a synonym for memory. Communication precedes commemoration

Promoting Positive Masculinities to Address Violence Against Women in Young People: Evidence From the PositivMasc Project

Violence against women (VAW) is a global problem of significant magnitude that negatively affects women, men and society as a whole and is becoming more pervasive at earlier ages. In the European Union in 2015, one in three women reported having experienced physical or sexual abuse since age 15. According to the World Health Organization (WHO), one in four young women ages 15-24 who has been in a relationship will have experienced violence by an intimate partner by her mid-twenties. New forms of violence against women, such as cyber-harassment, image-based sexual violence and controlling behavior via social media are quickly emerging as young people embrace technology in their socialization. This is disturbing, given that VAW has devastating consequences for society as a whole. It not only affects the health and well-being of both women and men, it is estimated to cost the EU about 366 billion euros annually. Recent research suggests that societal gender norms and harmful understandings of manhood are at the root of VAW. Men who believe that manhood is about dominance and being in control are more likely to commit VAW. These harmful ideas not only affect women through intimate partner violence (IPV - one form of VAW), they also negatively impact men’s health and well-being, in terms of violence towards other men, poor health, fatherhood and increased risk behaviors among young men. Gender norms are changing along with legislation that favors gender equality, but harmful forms of manhood still persist, and young people face considerable difficulty in navigating these changes. Research shows that educational interventions that incorporate and support positive understandings of manhood, referred to as positive “masculinities” in research literature, are a promising approach to VAW prevention in young people. This brief reports findings from PositivMasc, a multi-country research project that aims to understand how young people think about manhood and VAW and to identify strategies to promote positive masculinities in efforts to reduce gender-based violence. The project’s findings suggest that VAW policies and interventions should explicitly reference manhood and gender roles. They should also integrate a gendertransformative approach in VAW prevention education in schools, among families and in communities, to build gender equity and cultivate empathy and understanding among men. Given that long-term violence can begin and endure if VAW is normalized at young ages, reshaping gender norms must begin early. Supporting the development of positive forms of manhood among young people is crucial to continuing to make progress in eliminating VAW

Educational intervention guide. Promoting positive masculinities for the prevention of violence against women. Conceptual toolbox and activities

Violence against women (VAW) is one of the world’s most persistent and destructive societal problems. It does not occur in isolation as it is strongly influenced by the ways gender relations are constructed and by the ways femininities and masculinities are culturally represented and negotiated in daily interactions. Many of the beliefs, behaviours and attitudes that sustain VAW are related to gendered expectations and norms. That is why it is so important to work on our understanding of gender relations and roles in VAW prevention. This educational intervention guide was created in the context of the PositivMasc Project, which was carried out from 2019-2022 by researchers in Ireland, Israel, Spain and Sweden and funded by the GENDER-NET European research network. The PositivMasc project aims to explore discourses of non-violent forms of masculinity and ways in which to support and promote positive masculinities for the prevention of VAW among young people and in society (Salazar et al., 2020). In fact, more positive expressions of masculinities (non-violent, inclusive, empathetic, caring, or egalitarian) are emerging in society, advocated by women and men fighting against different forms of VAW (Elliott, 2016). One of the key concepts underpinning this document is positive masculinities, which refers to potential alternatives to hegemonic masculinity and ways of promoting more inclusive, empathetic, caring and equitable forms of manhood and gender equity (Foley et al., 2015; Pérez-Martínez et. al, 2021). As part of the PositivMasc project goals related to research dissemination and research impact, we present this guide which includes a conceptual toolbox and activities for engaging young people in actively rethinking gender relations and promoting gender-equitable and healthy relationships free of VAW.This work was supported by GENDER NET Plus Co-Fund (reference number 2018-00968). We also want to acknowledge the financial support received from the Swedish Research Council (Grant number: 2018-00968); the Irish Research Council; The Ministry of Science & Technology of Israel (3-15662) and the Ministry of Science and Innovation of Spain (Ref. PCI2019-103580)

Promoting Positive Masculinities to Address Violence Against Women: A Multicountry Concept Mapping Study

Interventions engaging men that challenge unequal gender norms have been shown to be effective in reducing violence against women (VAW). However, few studies have explored how to promote anti-VAW positive masculinity in young adults. This study aims to identify key multicountry strategies, as conceived by young adults and other stakeholders, for promoting positive masculinities to improve gender equity and prevent and target VAW. This study (2019–2021) involved young adults (aged 18–24 years) and stakeholders from Ireland, Israel, Spain, and Sweden. We applied concept mapping, a participatory mixed-method approach, in phases: (1) brainstorming, using semi-structured interviews with young adults (n = 105) and stakeholders (n = 60), plus focus group discussions (n = 88), to collect ideas for promoting anti-VAW positive masculinity; (2) development of an online questionnaire for sorting (n = 201) and rating ideas emerging from brainstorming by importance (n = 406) and applicability (n = 360); (3) based on sorting and rating data, creating rating maps for importance and applicability and clusters/strategies using multidimensional scaling and hierarchical cluster analysis with groupwisdom™ software; and (4) interpretation of results with multicountry stakeholders to reach agreement. The cluster map identified seven key strategies (41 actions) for promoting anti-VAW positive masculinities ranked from highest to lowest: Formal and informal education and training; Preventive education and activities in different settings/areas; Skills and knowledge; Empathy, reflection, and understanding; Media and public efforts; Policy, legislation, and the criminal justice system; and Organizational actions and interventions. Pattern matches indicated high agreement between young people and stakeholders in ranking importance (r = 0.96), but low agreement for applicability (r = 0.60). Agreement in the total sample on prioritizing statements by importance and applicability was also low (r = 0.20); only 14 actions were prioritized as both important and applicable. Young people and stakeholders suggested seven comprehensive, multidimensional, multi-setting strategies to facilitate promoting positive masculinity to reduce VAW. Discrepancy between importance and applicability might indicate policy and implementation obstacles.The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: This work was part of a multisite study supported by GENDER NET Plus CoFund (reference number 2018-00968). It was funded by the Ministry of Science and Innovation of Spain (Ref. PCI2019-103580), the Swedish Research Council (Grant number: 2018-00968), the Irish Research Council, and the Ministry of Science & Technology of Israel (315662)

Filmémonos para vernos en un nuevo presente. Documento teórico para profesorado

El programa “Filmémonos para vernos en un nuevo presente”, se plantea con la finalidad de promover relaciones interpersonales equitativas y saludables entre el alumnado de 5º y 6º de primaria, que sirvan de base para la prevención de posibles situaciones de conflicto en sus futuras relaciones afectivas. Se enmarca en el marco teórico del “Desarrollo positivo de la juventud” centrado en el potencial que existe tanto en los propios individuos (activos internos) como en su entorno (familia, centro educativo y comunidad) para un desarrollo saludable hacia la etapa adulta. En este caso, se propone la aplicación de este modelo teórico al fomento de competencias personales (actitudes, habilidades y reconocimiento de factores de apoyo en su entorno) para el desarrollo de relaciones interpersonales saludables y basadas en la igualdad de género. Se parte de la premisa de que la infancia y preadolescencia constituyen periodos clave para el desarrollo de actitudes, conductas y construcciones sociales en torno a las relaciones interpersonales de diferente índole. Consideramos que la intervención temprana puede ser clave en la calidad, la igualdad y el respeto mutuo en las relaciones interpersonales afectivas futuras. En el programa, se adopta una metodología participativa, proporcionando al alumnado un espacio para hablar sobre las relaciones interpersonales, en el que puedan compartir situaciones que puedan considerar fuente de conflicto, y construyan con el apoyo del profesorado algunas alternativas de solución basadas en los principios de equidad de género y el respeto. Además, se propone que el alumnado sea artífice y protagonista de una breve historia que ponga el foco en las actitudes, habilidades y contenidos trabajados en el programa que consideran útiles para dar respuesta a conflictos que pueden darse en sus relaciones interpersonales. Adicionalmente, se les proporciona las herramientas para que puedan trasladar dicha historia al formato audiovisual que más se adapte o les llame la atención (una representación teatral, una video-cápsula, un cómic). El programa está concebido como una herramienta de apoyo para que profesionales del ámbito educativo puedan integrar fácilmente los conceptos y actividades que se proponen en el currículo educativo. Esperamos que este manual sea una guía útil para profesionales de la educación y de otras disciplinas que trabajan en el ámbito de la promoción de la salud y los factores que influyen en las relaciones interpersonales, especialmente en el entorno escolar.Proyecto multicéntrico de "Promoción de activos protectores de la violencia de género en la adolescencia y pre-adolescencia” (PI18/00590; PI18/00544) FINANCIADO POR Instituto de Salud Carlos III, como organismo intermedio del Fondo Europeo de Desarrollo Regional (FEDER) y del Fondo Social Europeo (FSE). Adicionalmente, se cuenta con la ayuda del CIBER de Epidemiología y Salud Pública a través del Subprograma sobre Prevención de la Violencia de Género del Programa de Determinantes Sociales de la Salud

Filmémonos para vernos en un nuevo presente. Manual de actividades

El programa “Filmémonos para vernos en un nuevo presente”, se plantea con la finalidad de promover relaciones interpersonales equitativas y saludables entre el alumnado de 5º y 6º de primaria, que sirvan de base para la prevención de posibles situaciones de conflicto en sus futuras relaciones afectivas. Se enmarca en el marco teórico del “Desarrollo positivo de la juventud” centrado en el potencial que existe tanto en los propios individuos (activos internos) como en su entorno (familia, centro educativo y comunidad) para un desarrollo saludable hacia la etapa adulta. En este caso, se propone la aplicación de este modelo teórico al fomento de competencias personales (actitudes, habilidades y reconocimiento de factores de apoyo en su entorno) para el desarrollo de relaciones interpersonales saludables y basadas en la igualdad de género. Se parte de la premisa de que la infancia y preadolescencia constituyen periodos clave para el desarrollo de actitudes, conductas y construcciones sociales en torno a las relaciones interpersonales de diferente índole. Consideramos que la intervención temprana puede ser clave en la calidad, la igualdad y el respeto mutuo en las relaciones interpersonales afectivas futuras. En el programa, se adopta una metodología participativa, proporcionando al alumnado un espacio para hablar sobre las relaciones interpersonales, en el que puedan compartir situaciones que puedan considerar fuente de conflicto, y construyan con el apoyo del profesorado algunas alternativas de solución basadas en los principios de equidad de género y el respeto. Además, se propone que el alumnado sea artífice y protagonista de una breve historia que ponga el foco en las actitudes, habilidades y contenidos trabajados en el programa que consideran útiles para dar respuesta a conflictos que pueden darse en sus relaciones interpersonales. Adicionalmente, se les proporciona las herramientas para que puedan trasladar dicha historia al formato audiovisual que más se adapte o les llame la atención (una representación teatral, una video-cápsula, un cómic). El programa está concebido como una herramienta de apoyo para que profesionales del ámbito educativo puedan integrar fácilmente los conceptos y actividades que se proponen en el currículo educativo. Esperamos que este manual sea una guía útil para profesionales de la educación y de otras disciplinas que trabajan en el ámbito de la promoción de la salud y los factores que influyen en las relaciones interpersonales, especialmente en el entorno escolar.Proyecto multicéntrico de "Promoción de activos protectores de la violencia de género en la adolescencia y pre-adolescencia” (PI18/00590; PI18/00544) FINANCIADO POR Instituto de Salud Carlos III, como organismo intermedio del Fondo Europeo de Desarrollo Regional (FEDER) y del Fondo Social Europeo (FSE). Adicionalmente, se cuenta con la ayuda del CIBER de Epidemiología y Salud Pública a través del Subprograma sobre Prevención de la Violencia de Género del Programa de Determinantes Sociales de la Salud

Metodologías cualitativas para el estudio de masculinidades y salud con jóvenes

Seminario de Octubre de 2021 perteneciente al Ciclo de seminarios Concepción Arenal - Grupo de investigación Salud Pública

“I Reject it, But That’s What Normally Happens”: Grey Zones of Gender-Based Violence and Gender Roles in Young People

There has been growing concern about the increase in gender-based violence (GBV) among young people. The aim of this study was to explore the grey zones in GBV alongside gender (masculinities and femininities) discourses in young adults. We used the concept of a “grey zone” as an analytical tool to identify possible contradictory discursive positions where the notions of victims and perpetrators of GBV converge and become ambiguous. We performed a qualitative study based on 20 semi-structured interviews and 4 focus groups (October 2019 to February 2020) in Spain with a sample of 49 cisgender women and men, aged between 18 and 24, some involved in feminist activism and some not. We conducted a sociological analysis of the discourse system. Study findings show how culturally constructed gender norms intervene in the ways in which young people understand and deal with GBV. When asked general questions about GBV, this concept was problematized along with gender assumptions and two discursive positions were identified: the discourse of “men as authors of GBV” and the discourse of “GBV as an individual genderless issue.” When vignettes of everyday GBV situations were shown, grey zones became visible when discussing subtle forms of GBV influenced by the myths of romantic love, victim-blaming around sexual violence, digital GBV and bystander men intervention on GBV. In those grey zones, discourses on GBV were articulated around unequal notions of gender that, in turn, served as its justification, reproduction, and normalization. The grey zones identified represent contexts of oppression that illustrate how GBV is systematically reproduced, as well as the ways in which young people can be involved in it, perpetuating power and health inequalities. Our findings provide information as a guide to design GBV interventions and prevention actions that incorporate a focus on gender configurations.This work was supported by GENDER NET Plus Co-Fund (Reference 2018-00968) and the Ministry of Science and Innovation of Spain (Reference PCI2019-103580) under the PositivMasc project; and the Spanish Ministry of Universities under the grant received from the Programa Nacional de Formación de Profesorado Universitario to the first author (Reference FPU19/00905)

“If You Do Not Fit in With the Stereotype, They Eat You Alive”: Discourses of Masculinities and Their Reflections in Young Spanish Men’s Health

Hegemonic masculinity has been especially linked, among other aspects, to unhealthy behaviors and heterosexuality. This study aimed to explore the discourses of masculinities with young Spanish men with different sexual orientations (heterosexuals, bisexuals, and homosexuals), comparing them with the social representations that are put into practice on Instagram. Three qualitative approaches were triangulated to seek a richer comprehension and interpretational level: discussion groups, semi-structured interviews, and an online non-participant observation on Instagram with a total of 26 young men aged between 18 and 24. Results indicate that hegemonic masculinity discourse is still significant when understanding and experiencing young men’s masculinities, promoting behaviors that put their health at risk and generating psychological discomfort, especially among non-heterosexual men. Our findings provide knowledge of the social framework that legitimizes and reproduces male domination in younger generations both online and offline and how this is reflected in men’s health.This work was supported by GENDER NET Plus Co-Fund (reference number 2018-00968) and the Spanish Ministry of Science and Innovation (reference number PCI2019-103580) under the PositivMasc European project; and the Spanish Ministry of Universities under the grant received from the Programa Nacional de Formación de Profesorado Universitario (FPU) for the first author (reference number FPU19/00905)

"It is what we have been told to do": Masculinities and femininities crossing with sexual orientation and feminist activism in Spain.

Masculinities and femininities are often characterized by social inequalities and mainly studied from the perspectives of adult, heterosexual and non-activist people. This study explores the discourses on masculinities and femininities of young cisgender men and women, involved or not in feminist activism and of different sexual orientations (heterosexual, bisexual and homosexual) in Spain. Between 2019 and 2020, we conducted a qualitative study with 20 semi-structured interviews and 8 discussion groups in which 73 people participated. A socially dominant gender discourse was identified, which establishes a dichotomous understanding of masculinity in constant confrontation with femininity, as well as of heterosexuality against homosexuality, in a heteronormative context. Young people discursively position themselves differently from said discourse according to their sexual orientation and involvement in feminist activism. We encounter discursive positions that reproduce the socially dominant gender discourse, especially detected among non-activist heterosexuals. We also observe others that try to transgress it, mainly among activists of all sexual orientations and non-activist homosexuals and bisexuals. This study empirically adds to the knowledge of the configuration of inequalities in gender relations and how interactions with sexuality take place. The results also provide guidance for future gender-transformative interventions to promote gender equality and social justice