Verna Alcalde-González

Intersectional politics has been widely associated with progressive Millennial activists. Accordingly, most social movement research focuses on progressive movements that adopt intersectionality as a guiding framework for organisation and mobilisation, mainly feminist, reproductive justice, LGBTQ and other movements spearheaded by university-educated Millennials. In contrast to most studies, we conduct a qualitative digital ethnography of Las Kellys, a Spanish grassroots movement with no explicit intersectional approach, but located at the intersection of the labour and feminist movements, and consisting of middle-aged, working-class (immigrant) women with no university background who fit their activism into their spare time. Our findings suggest that (1) Las Kellys deploys intersectional practices and disputes despite lacking an explicit intersectional approach, and (2) the development of intersectional practices and disputes in Las Kellys is the result of inter-movement diffusion processes from the anti-austerity protest cycle and the current wave of feminist protest. Moreover, we argue that the case of Las Kellys is part of a larger diffusion of intersectionality across contemporary Spanish activism as an outcome of the anti-austerity and feminist protest cycles.

Purpose. Personalized learning is one of the current challenges in communication education. Therefore, this research aims to describe the development of personalized learning as applied through documentary genre courses in communication faculties across Ibero-America. Methodology. To achieve this objective, a qualitative approach was employed using a reflective thematic analysis design. Semi-structured interviews were conducted with 13 university professors who teach documentary production in 9 Ibero-American countries. Results and Conclusions. The main finding reveals that digitalization has enhanced student accessibility to devices that were previously difficult to use due to their cost. This enables students to specialize in various areas of university documentary production. The study concludes that personalized learning is feasible through the assignment of specialized roles in group projects and collaborative work. Furthermore, it proposes three types of personalized learning: self-personalized learning, co-personalized learning, and tutored personalized learning. Original Contribution. The originality of this article lies in addressing an unexplored research gap by examining personalized learning and digitalization specifically within the teaching of the documentary genre. Its main contribution is a qualitative diagnosis that validates how digitalization democratizes audiovisual production and role specialization. Additionally, the study enriches audiovisual pedagogy by proposing an original typology of personalized learning, demonstrating that individualization is compatible with collaborative work in documentary projects