Concepción Maiztegui-Oñate

The aim of this article is to analyse the educational strategies used by educators in out-of-school educational programmes for young people between 12 and18 years old. Taking an ethnographic approach, data collection was carried out through participant observation at seven programme sites where the participants assumed different levels of responsibility. The ‘youth-adult partnership’, which involves people of different ages working together to spark changes in their environment, was used as an analytical framework. The main results showed the use of similar strategies across the different sites, notably including the establishment of relationships of trust and support, giving participants a voice in decision-making processes, and developing critical thinking. However, the type of task, the time spent on it and consistency in relationships seemed to be key factors in choosing specific strategies that encouraged involvement and decision-making.

This article explores the barriers and the strategies of a group of highly educated foreign women to obtain a job-education matching situation in the Basque Country (Spain) where they all permanently settled following a binational heterosexual marriage. Drawing on 21 biographical interviews with women from Latin America and Europe, we examine new perspectives on the complexity and fluidity between their professional pathways and family projects. For that, we apply an intersectional lens to analyse their life experience. Our results show that respondents involved in a feminised labour market (education and health) have fewer difficulties to find a job-education match. In other cases, becoming self-employed is a way to gain independence and flexibility by running an open market-oriented business. Interviewees identified language, lack of personal networks, family reconciliation, traditional gender roles and the transferring of cultural capital as the main barriers for their incorporation into the labour market. The study finds that marriage support is not enough to overcome the barriers. We argue that for a more comprehensive understanding of labour integration of highly educated migrant women, motivation and agency, linked to family support, should be considered factors to cope with structural inequalities.

Adopting a dynamic view of vulnerability and using a critical discourse analysis based on a corpus of 68 European documents (25 years) on lifelong learning, this chapter explores the conceptual underpinnings of how lifelong learning has addressed the challenges of vulnerability among young people. The results show that youth, especially those in vulnerable situations, have been constructed primarily as a category that is, or should be, economically active and in need of lifelong learning to develop their skills in the labour market. Other visions implicit in lifelong learning (e.g., citizenship, social participation) have been marginalised. Thus, human capital perspectives dominate European lifelong learning policies, underpinning a narrow vision that misunderstands the causes of vulnerability and generates incomplete policy objectives for socially excluded youth.

The aim of this article is to analyse the educational strategies used by educators in out-of-school educational programmes for young people between 12 and18 years old. Taking an ethnographic approach, data collection was carried out through participant observation at seven programme sites where the participants assumed different levels of responsibility. The ‘youth-adult partnership’, which involves people of different ages working together to spark changes in their environment, was used as an analytical framework. The main results showed the use of similar strategies across the different sites, notably including the establishment of relationships of trust and support, giving participants a voice in decision-making processes, and developing critical thinking. However, the type of task, the time spent on it and consistency in relationships seemed to be key factors in choosing specific strategies that encouraged involvement and decision-making.

Son numerosas las investigaciones sobre el papel que desempeñan los y las artistas para suscitar el diálogo en torno a los problemas sociales contemporáneos y en la configuración de la forma en que vemos, pensamos y actuamos. En este artículo nos acercamos a las experiencias de cuatro mujeres artistas, todas residentes en Bizkaia —Saray Pérez Castilla, Mirian Isasi, Olga Ruiz y Argenis Mesa— cuya obra audiovisual ha reflejado el encuentro con la inmigración y el refugio. A través de una selección de sus proyectos basados en prácticas artísticas colaborativas, analizamos sus experiencias y los elementos más significativos. El análisis muestra que el proceso colaborativo se caracteriza por cinco elementos complementarios: el propio proceso, la flexibilidad y apertura, el ejercicio de la escucha, la reciprocidad o impacto mutuo y la ocupación y presencia del espacio público. Los registros gráficos de estos procesos constituyen un recurso privilegiado para reconocer relatos alternativos.

Este artículo analiza la percepción del clima y el apoyo sociales de una muestra de personas presas (n:150, 43% mujeres). Desde una perspectiva interaccionista, la escala de Clima Social en Instituciones Penitenciarias-CIES (Moos, Moos y Tricket, 1995) y el cuestionario ASORPE (Hombrados, García y Moscato, 2005) han permitido medir ambas variables y las diferencias en cuanto al género, visitas y reincidencia. Los resultados revelan que todas las personas consultadas perciben un deficitario clima social. Esta percepción se repite en todas las subescalas y resulta especialmente llamativa en aquellas relacionadas con la ayuda, la expresión y la autonomía. Destaca el papel de los vínculos entre personas presas y personal penitenciario, ya que el apoyo social recibido y percibido de este grupo correlaciona con todas las subescalas de Clima Social, excepto con la de control. Sin embargo, el personal penitenciario recibe una valoración más baja de las personas internas, en comparación a los demás grupos analizados. Por otro lado, cobra relevancia el estudio de la reincidencia ligada a un deterioro de las visitas y del apoyo social durante los ingresos repetidos en prisión. En definitiva, este estudio revela que el factor relacional debe ser atendido, desde la investigación y el trabajo con personas presas, como un componente clave en la optimización de las intervenciones que persigan la mejora del clima social de las prisiones.

The social impact of higher education institutions (HEIs) assumes the approaches of UNESCO (1998-2015), which has suggested promoting the common good in society. This proposal has generated some debates and scientific articles with different interpretations (university social responsibility, university-community engagement and civic engagement), to improve the interaction of HEIs with the environment. Through a systematic review (Newman and Gough, 2020) with the PRISMA methodology, 53 articles from five databases (ERIC, WOS, Scopus, SciELO, ProQuest) from the period 2017-2021 have been identified to contrast the priorities, orientations and strategies implemented by HEIs in different geographical and cultural contexts. The different denominations converge in the objectives such as: the Promotion of ethical and socially responsible behavior, the promotion of democratic values and the promotion of Sustainable Development. Each of them develops strategies that are transversal to the substantive functions of the university. Therefore, it suggests the integration of the reproductive-economic purposes and the social-humanising purposes of higher education (Ashwin, 2020), to form citizens with "active empathy for life" (Vallaeys, 2021, p. 23), willing to promote the values of democracy, social justice and sustainability, grouped around the common good that protects society. Keywords: common good, university social responsibility, university-community commitment, civic commitment.

La incidencia social de las Instituciones de Educación Superior (IES) asume los planteamientos de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) de promover el bien común en la sociedad. Esto ha generado algunos debates y artículos científicos con diversas interpretaciones: Responsabilidad social universitaria (RSU), Compromiso universidad-comunidad (CUC) y Compromiso cívico (CC). Por tal razón, es relevante analizar los procesos desarrollados por las IES desde dichos planteamientos. Por ello, se realizó una revisión sistemática donde se revisaron 53 artículos publicados entre el 2017 y el 2021 provenientes de cinco bases de datos, para contrastar las orientaciones, finalidades y estrategias implementadas por las IES en diferentes contextos geográficos y culturales. Los resultados muestran que las IES comparten finalidades como: la promoción de comportamientos éticos y socialmente responsables, la promoción de valores democráticos, la promoción del desarrollo sostenible, el aprendizaje a lo largo de la vida y la promoción de habilidades para mejorar la empleabilidad. Asimismo, se concluye que la RSU, es la orientación cada vez más elegida por las IES para relacionarse con el entorno, por integrar los procesos de gestión, participación con las funciones sustantivas de la educación superior, interdependencia que busca crear impactos positivos a nivel personal y colectivo, en el horizonte del bien común expresados en comportamientos ciudadanos con criterios éticos y responsables. Palabras clave: Instituciones de educación superior, Bien común,  Responsabilidad social universitaria, Compromiso universidad-comunidad, Compromiso cívico