Female University Students Respond to Gender Violence through Dialogic Feminist Gatherings

Within the framework of the "Free_Teen_Desire" research project led by the University of Cambridge and funded by the programme Marie Curie Actions1, a survey was conducted. Vignette-Test data for 127 female university students (ages 18-27 years) in Spain reveals that the wish to hook up with a violent young man significantly decreases after a gathering on the topic of the Mirage of Upward Mobility, a successful programme elaborated in Dialogic Feminism (Beck-Gernsheim, Butler & Puigvert, 2003). In the pre-test, 78.4% of the respondents stated that their female friends would like to hook up with a violent man at a party, while this percentage decreased to 38.5% when they responded concerning themselves. ..

Dones migrants al servei domèstic: conciliació de la vida de les conciliadores

Actualment el flux migratori internacional s'ha feminitzat, quasi la meitat és compost per dones. No obstant això, malgrat exercir una influència en el comportament i en els projectes migratoris, la variable de gènere habitualment no ha estat recollida com a variable específica. L'article posa atenció en el col·lectiu de treballadores de la llar atesa la poca visibilitat que tenen en el debat públic. Al mateix temps, ha d'assumir un triple risc d'exclusió social (dones, migrants i amb precarietat laboral). Aquest col·lectiu ha estat un suport important per a moltes famílies europees en permetre a la dona, que continua assumint amb major grau la responsabilitat de la llar, conciliar la vida familiar i professional. Les qüestions clau sobre les quals reflexionarem són les possibilitats de conciliació que tenen les mateixes «reconciliadores », i també les oportunitats de participació i, per tant, d'integració a la societat d'acollida. El sector econòmic no afavoreix l'accés a aquests dos processos atès que l'accés a drets laborals és desigual i també hi ha una part important de situacions dins l'economia submergida. Aquesta realitat no ha estat abordada en profunditat dins del debat públic. Són els moviments de dones dins del marc del feminisme dialògic els que estan formulant estratègies més efectives i equitatives d'inclusió social i d'igualtat d'oportunitats.Female migrant domestic workers: reconciling the lives of those who reconcile. International migration is currently characterised by a feminisation trend, with women making up approximately half of the migration flow. However, although this affects migration behaviour and routes, gender is not usually present as a distinct variable. The article draws attention to female domestic workers and their low visibility in the public debate. At the same time, the threefold risk of social exclusion (for being women, migrants and in informal employment) must be taken into account. This group has provided significant support to many European families allowing women, who continue to assume greater responsibility for household work than men, to reconcile family and professional life. Key questions reflected in the article are the reconciliation of work and family life from the perspective of women domestic workers, who in turn help other women tackle the work-family dynamic, and the opportunities for female domestic workers to participate and thus integrate in the host society. Inequality in employment rights and the fact that many domestic sector activities are unregulated does not favour these two processes. Although these aspects have not been addressed in depth within the public debate, women’s movements working within the framework of dialogic feminism are formulating fair and effective strategies for social inclusion and equal opportunities

La transformación de centros educativos en Comunidades de Aprendizaje. Calidad para todas y todos

Las comunidades de aprendizaje1 pretenden democratizar tanto el proceso como los resultados educativos (Elboj, 2002, 2005; Jausi, 2002). Los grupos interactivos democratizan el día a día del aula contribuyendo a superar la segregación. La formación de familiares abre la práctica cotidiana del centro y sus procesos de aprendizaje a quienesconviven en los domicilios con las chicas y los chicos. Las comisiones mixtas de trabajo colaboran en la gestión democrática de las escuelas e institutos. La formación intelectual y científica del profesorado logra que la democracia genere mejores resultados favoreciendo así su apoyo activo por crecientes sectores de las familias y de la sociedad. Las comunidades de aprendizaje colaboran y aprenden otras formas de hacer escuelas democráticas como, por ejemplo, el Proyecto Atlántida.Learning communities are trying to democratize both educational processes and outcomes. Interactive groups deal with this democratic practice by means of avoiding segregation in classrooms. Relatives' training makes possible the access of families to schools, so that they can contribute to improve their children's way of learning. Joint committees take part in the democratic management of primary and secondary schools. Teachers' intellectual and scientific background succeeds in having democracy to provide better results, which favours their implication in this process by means of the implementation of an active support to students' families and society in general. Learning communities take part and learn from other ways of turning schools into democratic places such us, for example, the Atlantis Project

Teoria feminista do século XXI: as vozes das outras mulheres

Através da nossa colaboração nas associações de mulheres e centros de educação de adultos orientados de forma dialógica, temos tido a oportunidade de partilhar ideias, opiniões e argumentos, com mulheres sem estudos universitários. Muitas das mulheres com quem colaboramos em associações dialógicas estão também a participar em centros de educação de adultos. Graças a um diálogo igualitário, aprendemos umas com as outras. Umas possuem uma rica cultura popular, outras têm o privilégio do saber académico. É necessário reconhecer a riqueza destes diferentes saberes e os contributos que todas podemos dar com a nossa experiência, ao mesmo tempo que se constroem pontes que permitem o acesso à cultura académica

Equality of differences in learning communities

We are currently living in a multicultural society where its members show a great social and educational potential. However, ethnic discrimination still represents a strong limitation in our societies, and more specifically in Europe. Successful experiences such as the “Learning Communities” show that an equality of differences, that is to say everybody’s right to live their lives in a different way, helps to improve academic performance, instrumental learning, and reduces conflicts in college classrooms as well as in communities, neighborhoods or even in the municipality.Keywords: equality, difference, multiculturalism, dialogue.Vivimos en sociedades multiculturales cuyos miembros tienen un gran potencial social y educativo. Sin embargo, la discriminación étnica representa todavía una fuerte limitación en nuestras sociedades y, en concreto, en Europa. Experiencias de éxito como las “Comunidades de Aprendizaje” demuestran que la igualdad de diferencias, el igual derecho de todas las personas a vivir de forma diferente, mejora el rendimiento acadé- mico, el aprendizaje instrumental, y reduce los conflictos en el aula y en la comunidad, barrio o municipio.Palabras clave: igualdad, diferencia, multiculturalismo, diálogo

From bystanders to upstanders: supporters and key informants for victims of gender violence

bstract Scientific literature has presented relevant evidence about the existence of gender violence in science and has evaluated some programs and actions against this problem. Although many researchers have identified the importance of those intervention programs to overcome this harassment, it is still a predominant reality in institutions, surrounded by the law of silence. Emerging lines of research are studying which of those programs are successful in this endeavor, and their transferability to other contexts. This research has analyzed one program: Programme of Women's Dialogic Action (ProWomenDialogue). To gather evidence for expressing whether or not ProWomenDialogue has an impact, and whether it constitutes a successful action against harassment, the SIOR (Social Impact Open Repository) criteria, emerging from the FP7 IMPACT-Project, have been used for the evaluation of this research's social impact. Drawing on SIOR, ProWomenDialogue shows unprecedented transformations in academia through six lines of action. The political impact led to legislation that made compulsory the creation of equality committees and protocols against sexual harassment. Social impact, aligned with SDG 5, inspires the reduction of GBV, while encouraging the career promotion of female researchers. ProWomenDialogue embodies a Successful Action platform against violence, presenting their features as recommendations to be implemented in other settings. Keywords: bystanders; upstanders; social impact; gender violence; isolating gender violenc

Our Right to the Pleasure of Falling in Love

The social impact of psychology on the field of human sexuality is extensively wide. From Freud to Masters and Johnson, many are the research which have broken barriers and provided citizens with new knowledge to improve their lives. One of the lines of research which are now contributing to this social impact from psychology is that of the dominant coercive discourse (Gómez, 2015), which portrays power relationships as exciting and egalitarian relationships as convenient. Drawing from this theory, the aim of this research is to shed light on the influence of the coercive discourse on women's pleasure in their intimate relationships. In an exploratory study, women between 20 and 29 years old were interviewed under the communicative methodology (...

Grassroots community actors leading the way in the prevention of youth violent radicalization.

Violence-free family ties, non-violent peers or attachment to society have been pointed out as protective factors against different types of extremism and violent radicalization by international literature. However, more detail needs to be provided about which specific aspects within these realms (friendship/family/community) are effective in challenging violence and how they operate in practice. Recent research conducted under the framework of the PROTON project (Horizon 2020) has analyzed the social and ethical impacts of counter-terrorism and organized crime policies in six European countries. In this article we discuss some identified common features among practices that, developed by organized actors operating at the local level (e.g.: grassroots-based associations, educational institutions, other type of organized networks for prevention, NGOs), are contributing to preventing youth violent radicalization, a phenomenon of growing concern in Europe and beyond. Standing on a solid rejection to violence, these shared features are the following: a bottom-up approach in setting allies with key stakeholders from the community or/and family members to intervene; the promotion of trustworthy and healthy friendship relationships; debunking the lure surrounding violent subjects ("false heroes") and violence in the different contexts, especially in the socioeducational one

Teoria feminista do Século XXI: as vozes das outras mulheres

Através da nossa colaboração nas associações de mulheres e centros de educação de adultos orientados de forma dialógica, temos tido a oportunidade de partilhar ideias, opiniões e argumentos, com mulheres sem estudos universitários. Muitas das mulheres com quem colaboramos em associações dialógicas estão também a participar em centros de educação de adultos. Graças a um diálogo igualitário, aprendemos umas com as outras. Umas possuem uma rica cultura popular, outras têm o privilégio do saber académico. É necessário reconhecer a riqueza destes diferentes saberes e os contributos que todas podemos dar com a nossa experiência, ao mesmo tempo que se constroem pontes que permitem o acesso à cultura académica

Reconstruction of Autobiographical Memories of Violent Sexual-Affective Relationships Through Scientific Reading on Love: A Psycho-Educational Intervention to Prevent Gender Violence

iolence in sexual-affective relationships among teens and young people is recognized as a social, educational, and health problem that has increased worldwide in recent years. Educational institutions, as central developmental contexts in adolescence, are key in preventing and responding to gender violence through implementing successful actions. In order to scientifically support that task, the research reported in this article presents and discusses a psycho-educational intervention focused on autobiographical memory reconstruction that proved to be successful in raising young women's critical consciousness about the force of the coercive discourse upon sexual-affective experiences and memories. We examined among a sample of young women (n = 32, age range 17-30) whether reading a scholarly text about love, the Radical Love book, modified autobiographical memories of violent sexual-affective relationships in line with preventing future victimization. This group was compared with a control group (n = 31, age range 17-30). Memory reports were collected before and after the reading and coded to analyze their content, both quantitatively and qualitatively. Memory quality features were assessed with the Memory Quality Questionnaire (MMQ). A focus group was also conducted to examine the personal impact of the intervention on participants. Compared with controls, the experimental group had stronger critical memories (of episodes involving violence), an average decrease in positive emotions induced by recall, and an average increase in negative emotions. The results show the effectiveness of the reading intervention designed in relation to gender violence prevention, as they indicate the ability of the psycho-educational action to debilitate the force of the coercive discourse in young women's memories. The findings both advance knowledge on the reconstructive nature of autobiographical memories of violent sexual-affective relationships in female youth and indicate the potential of memory-based interventions as an instrument to prevent and reduce gender violence in school contexts. Teachers and teaching staff, and educational psychologists, among others, can benefit from these results by expanding the tools they have to address gender violence among female adolescents and youth