María Ángeles Martínez Ruiz

Achieving social inclusion is one of the significant purposes of education; however, although there are advances in regulations, the persistence of structural inequality in Latin America, and the predominance of colonial approaches in the construction of knowledge, both hinder the achievement of authentic inclusion. In this sense, this research, carried out in a Global South university (Ecuador), analyzes the academic thinking on the issue of inclusion and curricular change as a means of including students in a decolonizing epistemic perspective. From a qualitative perspective, the interpretation and analysis of academic narratives, embedded within the conceptual and contextual framework that determines their experiences, show that academics do not appreciate an adequate gender perspective, an inclusive vision, or decolonized knowledge in current university curricula. Most participants see the need to move toward a curricular vision from the Global South that provides more proximate, contextual, and diverse knowledge—in short, one that is socially inclusive.

Esta investigación aporta una propuesta para la integración de los Objetivos de Desarrollo Sostenible (ODS) en el Trabajo de Final de Máster de Estudios de Actividad Física y Deporte-AFD. Asimismo, como propuesta abierta, se podría aplicar al Trabajo Final de Grado de AFD, adaptando el nivel de exigencia al nivel de estudios de Grado. En ambos casos, el objetivo es asumir la responsabilidad social de las universidades en el compromiso por un desarrollo más equitativo del conocimiento y la acción social. El diseño curricular realizado se centra en la investigación basada en el diseño como medio para integrar valores y ODS en los estudios de Ciencias de la Actividad Física y del Deporte. Esta propuesta se inserta en las innovaciones de aprendizaje e investigación en este campo del conocimiento. El diseño curricular de la asignatura nos ha permitido emprender la aventura de entrar en un aula de aprendizaje sabiendo para qué, por qué o cómo tenemos que actuar.

This study investigates the microdiscrimination that female students experience on their journey through higher education. Using qualitative methodology we interpret, analyse and categorize gender microinequities. The results show that female students are aware of the social naturalization of gender roles, but they in no way adopt them. Few participants go beyond condemning the fact that stereotypes are deeply rooted in the family and society. They do not generally perceive that the legal, political and economic systems are also structured in such a way as to hinder equal opportunities. Political and institutional measures, therefore, need to be applied to draw attention to the inequalities generated on a macrostructural level by the patriarchal system.

A case study of domestic abuse is presented from the perspective of the socio-structural basis of gender violence. The research analyzes gender violence based on the accounts of a group of 30 women who have suffered abuse and have filed reports at the Judicial Unit for victims of domestic violence in the city of Cuenca (Ecuador). Survivors agreed to express their voices and experiences voluntarily and in a natural context. The results demonstrate, on one hand, the enormous weight of social pressure and stereotypes, with the resulting fear, guilt, and sense of helplessness. On the other hand, the guarantees of safety and assistance from the institutions that should protect them have not always been within reach, nor have they been sufficient.

This research analyzes the voices of university students of sport sciences during the implementation of strategies to support autonomy and collaboration in gymnastic learning, from the perspectives of self-determination, self-control, and self-regulation. The methodology is qualitative and the self-reflective journals with their narrative are the tool to collect information. The strategy is well appreciated both in terms of the structure of the work plan and in the guidance of the tasks. The evolution of motivation, autonomy, collaboration, and achievements is highly valued throughout the process. However, the final assessment, despite having little effect on the grade, produces pressure and anxiety in students, so that self-control decreases, action is impaired, and the motivation achieved in the learning process is distorted. Further studies are needed to design coping strategies to help students maintain their motivation and confidence and to decrease students’ resistance to assessment tasks.

Implementación y evaluación de una estrategia gimnástica colaborativa

Esta investigación analiza la percepción de tres cohortes de estudiantes universitarios de segundo curso, en relación a la desigualdad de género en las aulas de una universidad española y de otra universidad chilena. Dos de estos grupos (94 estudiantes) pertenecen a contextos curriculares masculinizados, como son los estudios de Ciencias de la Actividad Física y Deportiva. El otro grupo formado por 47 estudiantes del Grado de Educación Primara actúa de referente comparativo. La metodología de la investigación tiene un enfoque cualitativo y el análisis de los datos obtenidos se realizó con el programa informático AQUAD 6. Los resultados del estudio muestran que, a pesar de la realidad estadística que refleja la escasa presencia de las mujeres en el deporte, el alumnado universitario no es demasiado consciente de las sutiles formas de exclusión que experimentan las mujeres en el aula y de la forma en que esto puede influir en su carrera profesional.

Uno de los grandes problemas de la educación española es el incremento de la conflictividad y de la violencia dentro y fuera de los centros escolares. Existen programas de prevención e intervención puestos en marcha por la administración educativa, como los planes de convivencia, que no han tenido los resultados esperados. El objetivo de este estudio es analizar y evaluar los planes de convivencia que se están implementando en centros de Educación Secundaria en España. Para ello se ha tomado una muestra de N=806 centros educativos españoles. Se utilizó la Matriz de evaluación de los planes de convivencia validada a través del juicio de expertos; las valoraciones de los ítems seleccionados se han operativizado con el Método de Osterlind (1989). La fiabilidad del instrumento obtuvo un Alpha de Cronbach de.876 de consistencia; los análisis estadísticos de los datos se realizan con el programa SPSS 23.0. Para la evaluación de los Planes de Convivencia se empleó la metodología participativa (De Miguel, 2009), donde intervinieron 5 expertos y 30 estudiantes-investigadores. Los hallazgos evidencian que la única fortaleza de los planes de convivencia es el adecuado planteamiento de los objetivos, mientras que las debilidades son el diagnóstico, que no refleja la realidad personal, familiar ni el entorno social del alumno; la inadecuada temporalización de las actividades; la falta de responsables y el deficiente seguimiento y evaluación. Se concluye que es necesario un enfoque holístico, práctico y realista de la convivencia en los centros orientado al cambio en la cultura escolar. One of the great problems of Spanish education is the increase of conflict and violence inside and outside schools. There are prevention and intervention programs put in place by the educational administration, such as coexistence plans, which have not had the expected results. The objective of this study is to analyse and evaluate the coexistence plans that are being implemented in Secondary Education centres in Spain. For this, a sample of N = 806 Spanish educational centres has been taken. The evaluation matrix of coexistence plans was used, validated through expert judgment; the valuations of the selected items have been operationalized with the Osterlind Method (1989). The reliability of the instrument obtained an Alpha of Cronbach of.876 of consistency; the statistical analyses of the data are carried out with the SPSS 23.0 program. For the evaluation of the Coexistence Plans, the participative methodology was used (De Miguel, 2009) in which 5 experts and 30 student-researchers intervened. Findings show that the strength of the coexistence plans is the adequate setting of the objectives, while the weaknesses are the diagnosis, which does not reflect the personal, family or social environment of the student; inadequate timing of activities; the lack of responsible; and poor monitoring and evaluation. It is concluded that a holistic, practical and realistic approach for coexistence in schools is necessary, aimed at changing school culture.

Purpose: The purpose of this paper is to seek insights into the demands and challenges faced by school principals in Spain, especially in their dealings with local education authorities.Design/methodology/approach: In all, 100 principals from public infant, primary and secondary schools in Alicante (Spain) participated in the study, which was carried out from a qualitative research perspective using deductive content analysis.Findings: Most participants noted the need to improve channels of communication with, and support from, the local education authority. They also stressed the desirability of increasing their autonomy, reducing bureaucratic tasks and improving working conditions, which is in line with the international framework. Their narratives make it clear that they remain tied to a management leadership model but actually aspire to an instructive leadership.Research limitations/implications: An absence of triangulation and the use of a single data collection technique are the limitations of this paper.Practical implications: These participants are practising professionals who are proposing ways to improve aspects of their working lives based on actual experience. Acknowledging their voices could inspire the design of policies aimed at improving the principal’s role in Spain.Originality/value: Knowledge is contributed to the area of study into proposals for improving the role of the principal, but with new and contextualised insights.

Resumen: El contexto universitario refleja, al igual quela sociedad en general, la falta de equidad y equilibrioen la representación de mujeres y hombres. En la academiaaún encontramos una alta presencia de hombres,especialmente, en lo que respecta a las cátedras universitarias.En este estudio presentamos y analizamos resultadosde un proyecto de investigación desarrollado en laUniversidad de Alicante (España). Del análisis realizadoen los siete centros o unidades académicas de esta universidad,en el que aún las académicas conviven en contextosmasculinizados, emergen las diferencias de oportunidadespercibidas por las profesoras universitarias ensu desarrollo profesional docente e investigador, aunquemuchas de ellas no las relacionan con la discriminaciónpor género. Cuando las académicas se han encontradoen situaciones discriminatorias manifiestan una actitudactiva y reivindicativa, excepto en los centros altamentemasculinizados donde mantienen una actitud pasivapara que el ambiente de trabajo sea óptimo. Consideramosque es necesario continuar indagando en estosespacios donde la presencia de las académicas siguesiendo minoritaria a pesar de las reformas universitariasen materia de igualdad desarrolladas en la EducaciónSuperior.Palabras clave: académicas, género, barreras para lamujer, educación superior, percepciones de desigualdadA Qualitative Study of Gender Differentials in HigherEducation: Perceptions of Female Professors in MasculinizedContexts The university context, like society in general,shows lack of equity and balanced representation of women and men. In academia we still find a high percentage of men, especially as professors. In this study we present and analyse the partial results of a research project developed at the University of Alicante (Spain). In the analysis of the seven schools of this university, where males still predominate, we find differences in opportunities perceived by female university professors in their professional academic development, although some of them do not relate these differences to gender discrimination. When female academics find themselves in discriminatory situations they often manifest an active attitude in demanding their rights, except in highly masculinized schools, where they maintain a passive attitude for the sake of a peaceful work environment. We consider it necessary to continue investigating in these areas where women academics remain a minority despite policies of equality in higher education.Keyword: female professors, gender, barriers for women,higher education, perceptions of inequality