Building social justice from education: An experience of innovation in higher university studies

En el curso 2016/17, ha iniciado su andadura el Máster oficial de Educación para la Justicia Social en la Universidad Autónoma de Madrid, una formación que nace como proyecto pionero en nuestro país. Presentamos este Máster como experiencia innovadora y de cambio educativo, considerando que las vivencias de este postgrado suponen un nuevo camino en la formación de profesionales del ámbito educativo hacia el compromiso social. La presente publicación expone las nociones y principios del máster poniendo en relación las ideas de Justicia Social y de escuela. Proyectando una imagen de Justicia Social como redistribución, reconocimiento y representación, la escuela se esboza como un espacio de formación en y desde la Justicia Social. Un postgrado de estas características proporciona una formación de maestros y maestras como intelectuales críticos, dispuestos a luchar por una escuela de calidad, inclusiva y participativa, que se aleje de los cánones tradicionales. Esta comunicación pretende recopilar las reflexiones en torno a la Educación para la Justicia Social, con el fin último de intercambiar conocimientos con profesionales del campo educativo y social. Nuestra visión pretende transformar las escuelas en espacios justos, que trabajen en y desde la Justicia Social, libres de discriminación y opresión, y donde la reflexión y el diálogo tengan un papel protagonistaIn the 2016/17 academic year, the official Masters’ Degree in Education for Social Justice at Universidad Autónoma de Madrid, was started as a pioneer project in Spain. We present this Master's Degree as an innovational experience in educational change, considering that the experiences of this postgraduate course represent a new path in the training of professionals in the educational field towards social commitment. This publication presents the ideas and principles of the masters’ programme, linking the ideas of Social Justice and the ideas of what the school means. Projecting an image of Social Justice such as redistribution, recognition and representation, school is outlined as a space of Social Justice. Studies of this nature provides teachers training as critical intellectuals, who are willing to fight for a quality, inclusive and participative school that move away from traditional canons. This communication seeks to gather the reflections in a way of understanding Education for Social Justice, with the ultimate aim being to share knowledge with professionals from the educational and social field. Our vision is to transform schools into fair spaces, working in and from Social Justice, free from discrimination and oppression, and where reflection and dialogue play a main rol

Isocyanide-Based Multicomponent Reactions of Free Phenylboronic Acids

Boronic acids are amongst the most useful synthetic intermediates, frequently used by modern drug design. However, their access and fast synthesis of libraries are often problematic. We present a methodology on the synthesis of drug-like scaffolds via IMCRs with unprotected phenylboronic acids. To demonstrate an application of our approach, we also performed one-pot Suzuki couplings on the primary MCR scaffolds. Moreover, we performed a thorough data-mining of the Cambridge Structural Database, revealing interesting geometrical features

Diastereoselective C-H carbonylative annulation of aliphatic amines: a rapid route to functionalized γ-lactams.

A palladium(ii)-catalysed C(sp3)-H carbonylation of free(NH) secondary aliphatic amines to 2-pyrrolidinones is described. A correlation between the nature of the carboxylate ligand and the diastereoselectivity and yield of the process was observed. As such, under these optimal conditions a range of aliphatic amines were converted to the corresponding trans-4,5-disubstituted 2-pyrrolidines with good d.r. and yield.EPSRC (EP/N031792/1) Royal Society (Wolfson Award) Agency for Science Technology and Research (A*STAR, Singapore) H2020-MSCA for an International Incoming Fellowshi