La mercantilización de los roles de sexo/género en la publicidad

Grupo de Investigación en Estructura, Historia y Contenidos de la Comunicación. GREHCCO HUM618Laboratorio de Estudios en Comunicación (LADECOM

Perception of Gender-Based Violence and Sexual Harassment in University Students: Analysis of the Information Sources and Risk Within a Relationship

In a truly democratic society, there should be no place for any kind of discrimination or violence. Among the basic tools for eradicating discrimination and violence against women, education has a crucial role to play. Education about gender should be considered at all levels, in all year groups and across the curriculum, so as to improve education about this subject. Although these matters are increasingly addressed, at university level, including at postgraduate level, they are often forgotten. The purpose of this study is to break down the level of knowledge of gender-based violence and/or sexual stalking, the sources of information most widely used for developing this knowledge, and beliefs about situations of risk in relationships among a sample of 268 Science and Social Science students at the University of Córdoba (Spain). The analysis was descriptive, comparative and correlative. Means and standard deviations were analyzed, and correlations were used to establish possible relations among the variables. Cluster analysis was used to distribute the sample with respect to knowledge of violence and Student’s t-test was used to identify differences between groups. The chi-squared test was used to find the association between variables such as situations of violence and places of residence. The results show that, although the experience of gender-based violence is among the least common sources of violence, there is evidence that these situations do exist, and the risk of violent acts and/or stalking is greater when couples break up. The perception of risk is higher when students have a greater knowledge of gender-based violence or sexual harassment and this perception is higher in women. As expected, greater knowledge is also associated with experience of this type of situation; however, place of residence was not linked to greater or lesser knowledge. Training in gender is considered essential and necessary in the university environment

An Evaluation of University Students’ Perceptions of Gender Violence—A Study of Its Prevalence in Southern Spain

Discovering students’ beliefs and values as regards gender violence is a fundamental factor when attempting to tackle this problem in the sphere of universities. This study presents the validation of a scale for university students’ perceptions of gender-based violence, denominated as the Gender Violence Perception Scale (GVP-S). This scale measures the degree to which the aforementioned perceptions are influenced by gender, the university degree in which participants are enrolled, the type of school to which (i.e., private or state) they attended, and the level of education reached by their parents. The study was carried out with a sample of 1870 students at the University of Cordoba (Spain), and its results revealed that: (1) the GVP-S is well adjusted to and has the optimum psychometric properties for the sample studied, and (2) there are significant differences according to gender, the university degree being studied and the students’ parents’ education, but not the type of secondary education establishment attended. The conclusion that was reached was that it is necessary to carry out more research in this area, to provide preventative measures and training programs regarding gender violence to university students

Necesidad de la acción coordinadora en las zonas rurales para fomentar el emprendimiento femenino

La acción mediadora tiene como finalidad generar actos sustantivos, que en el proyecto planteado, son promover el mantenimiento, la consolidación y el crecimiento de empresas de mujeres e impulsar el emprendimiento femenino en las áreas rurales a través de la utilización de los recursos endógenos locales, fomentando un desarrollo sostenible. Por lo tanto, se enmarca en un aprovechamiento de los recursos endógenos existentes en las comunidades rurales para desarrollar actividades de generación de ingresos para las mujeres (autoempleo o iniciativas empresariales), aprovechando sus conocimientos ecológicos tradicionales respeto a la ordenación de los recursos y a la protección de la diversidad. La acción mediadora de este proyecto está dirigida al colectivo de mujeres rurales por su particular inserción en los mercados laborales y, en general, por la dificultad que en el caso del medio rural existe para separar actividades productivas y reproductivas. Todos los procesos que llevan a que las mujeres rurales se conviertan en sujeto político y objeto de reflexión sociológica conducen, de manera inevitable, al género, como hecho social y como categoría de análisis sociológico

Representation of women in the organizations of cogobierno of the institutions of Higher Education of Ecuador. The case of the University Laica Eloy Alfaro de Manabí

La representatividad de las mujeres en las instituciones de Educación Superior subyace en los logros de los movimientos feministas durante los años 70 por la participación de las mujeres en el ámbito público. El presente estudio analiza la representatividad de las mujeres docentes, con una muestra de 341 mujeres docentes, cuya información fue obtenida del Sistema Integrado de Información de Talento Humano, que participan en varias funciones de cogobierno y direcciones departamentales administrativas y académicas de la Universidad Laica Eloy Alfaro de Manabí (ULEAM). Los resultados muestran que a pesar de que existen normativas que garantizan la igualdad de género en la práctica no se cumple, pues la representatividad de la mujer en la ULEAM es del 9.3% de acuerdo a la población de mujeres docentes (341). Se recomienda indagar en los factores que impiden la aplicación efectiva de la política pública e interna de la institución respecto a representatividad y principio de igualdad de género.The representativeness of women in higher education institutions underlies the achievements of feminist movements during the 70s by the participation of women in the public sphere. The present study analyzes the representation of women teachers, with a sample of 341 women teachers, whose information was obtained from the Integrated Human Talent Information System, participating in various co-government functions and administrative and academic departmental directions of the University Laica Eloy Alfaro de Manabí (ULEAM). The results show that although there are regulations that guarantee gender equality in practice, it is not fulfilled, since the representativeness of women in ULEAM is 9.3% according to the population of women teachers (341). It is recommended to investigate the factors that impede the effective application of the public and internal policy of the institution regarding representativeness and the principle of gender equality

Educación, sociedad e interculturalidad. VII Premios a la Investigación e Innovación Educativa para la Interculturalidad

Los capítulos de esta publicación recogen los trabajos finalistas de la VI y VII edición de los Premios a la Investigación e Innovación Educativa sobre Interculturalidad convocados por la Cátedra Intercultural de la Universidad de Córdoba (España), previamente evaluados y seleccionados como finalistas por la Comisión Científica creada al efecto. Dichos trabajos son responsabilidad exclusiva de sus autores/a

Intercultural education and indigenous cultures in Latin America: an analysis of the degree in Pedagogy of Mother Earth

Este trabajo analiza la experiencia de implantación y funcionamiento de la licenciatura en Pedagogía de la Madre Tierra de la Universidad de Antioquia (Colombia) como programa específico e innovador de educación superior —único en su género en América Latina— que pretende profundizar en la problemática de la educación intercultural universitaria adaptada a las necesidades y especificidades de las comunidades indígenas. Esta licenciatura se plantea desde diversas dimensiones y enfoques relacionados con el desarrollo de los planes de vida indígena y las cosmovisiones y cosmogonías de sus pueblos, el fomento del diálogo intercultural y la diversidad cultural. El análisis y el avance efectuado en la sistematización del modelo educativo se centra, entre otros aspectos, en los encuentros zonales de formación mantenidos entre el equipo de profesionales, docentes y facilitadores del programa académico y las comunidades indígenas, la estructura curricular, los perfiles de los proyectos comunitarios de los estudiantes indígenas, la homologación de títulos y las oportunidades, limitaciones y dificultades encontradas, así como las perspectivas que se han abierto con el reconocimiento institucional y académico de la titulación.This article analyzes the experience of implementing and get working the degree in Pedagogy of Mother Earth at the University of Antioquia (Colombia) as a specific and innovating program for higher education —unique in Latin America— that aims to delve into the questions raised by the intercultural university education adapted to the specific needs of the indigenous communities. This degree program is built from different points of view and approaches related to the development of indigenous schemes of life and their world views and cosmogonies and favors the intercultural dialogue and cultural diversity. The analysis and progress made in the systematization of this educational model is centered, amongst other aspects, on area training meetings organized to gather the team of professionals, teachers and facilitators of the academic program and the indigenous communities, the curricular structure, the profiles of the community projects carried out by indigenous students, the homologation of degrees and the opportunities, limitations and difficulties they face, and the perspectives that have been opened up thanks to the institutional and academic recognition of this degre