Examinando por Autor "Puigvert Mallart, Lidia"

Mostrando 1 - 7 de 7
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    Bravenet upstander social network against second order of sexual harassment
    (MDPI AG, 2021-04-08) Puigvert Mallart, Lidia; Vidu Afloarei, Ana ; Melgar, Patricia ; Salceda Mesa, Marifa
    Gender-based violence and domestic violence constitute a huge problem all across countries and continents. The COVID-19 outbreak and the lockdown produced as a consequence of it have contributed to escalating this problem. Many national organisms reported an increase in the data on domestic violence during confinement. Bystander intervention often constitutes one of the most effective mechanisms of attention. The problem is that bystanders do not always dare to intervene. This article aims to provide knowledge on the reasons for this lack of intervention and its connection to domestic violence, while presenting measures to encourage intervention and victim support, offering protection to those most in need during this pandemic. The research was conducted through questionnaires distributed online among social entities in charge of providing care to women suffering from domestic violence during the lockdown. The results have shown that most of these entities have had to intervene in providing support to women during the lockdown. In conclusion, the case of the Unitary Platform Against Gender Violence and the entities, which are members of the platform, acted in situations of domestic violence produced during confinement, based on the mutual support provided by being a group of entities that have the support of the Platform.
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    Breaking the silence within critical pedagogy
    (Hipatia Editorial, 2021-10) Puigvert Mallart, Lidia ; Kim, Kyung Hi; Khalfaoui Larrañaga, Andrea; Rios Gonzalez, Oriol; Rodrigues de Mello, Roseli; Joanpere, Mar; Flecha García, José Ramón
    There is a wide and rich scientific literature about Gender Violence (GV) in diverse institutions and contexts, now including Isolating Gender Violence (IGV). However, there is an almost absolute silence about GV and IGV within the field of critical pedagogy despite its pretention to influence children’s education. This paper is part of a long research program on GV and presents the first evidence about its existence within critical pedagogy. The communicative methodology of this research has included interviews to 15 authors of critical pedagogy and 1 discussion group. The gender dimension is key in this research, most lists of outstanding critical pedagogists include only white males and most of them from North America, in this research there are 15 women of the 21 interviewees and diverse gender options and cultures are represented. The results clearly show that, as in any other social institutions and domains, within critical pedagogy there are upstanders against GV, those who maintain a guilty silence and harassers making direct GV and/or IGV.
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    The concept and the name of isolating gender violence
    (Hipatia Editorial, 2021-06) Vidu Afloarei, Ana; Puigvert Mallart, Lidia; Flecha García, José Ramón; López de Aguileta, Garazi
    In December 2020, the Catalan Parliament approved by unanimity the world’s first legislation of the concept of Isolating Gender Violence (IGV); in 2021, several parliaments are developing their own legislations. The elaboration of this concept and later this name has been a long and dialogic process among diverse scientists, policymakers, governments, parliaments, victims, survivors, social organizations and citizens. Since 2016, CREA (Community of Research on Excellence for All) has developed a process of elaborating the concept of IGV oriented to obtain the scientific, policy and social impact required to make a key contribution to overcoming gender violence. This process was simultaneous to the elaboration by the same researchers of the criteria of policy and societal impact of the EU’s scientific programme of research (Horizon Europe). This paper presents this dialogic research conducted to get the concept and the name IGV and the consequences of this concept along scientific, policy and social impact. The results show that the key for getting the name and the impacts of this scientific robust concept has been three of the main characteristics of the present EU research program Horizon Europe: the priority of social impact, the co-creation of knowledge between scientists and citizens and sustainability.
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    From bystanders to upstanders: supporters and key informants for victims of gender violence
    (MDPI, 2022-07-12) Puigvert Mallart, Lidia; Soler Gallart, Marta; Vidu Afloarei, Ana
    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.
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    I do it, but I decide with whom
    (Frontiers Media S.A., 2021-08-05) Pulido, Cristina; Vidu Afloarei, Ana; Racionero-Plaza, Sandra ; Puigvert Mallart, Lidia
    Social interactions and communication shape the desires and preferences of men and women. While it is true that some men have modified their behavior due to feminist women, the same happened with some women, who changed attraction patterns thanks to new alternative masculinities (NAM). This study examines the latter, focusing on social interactions mediated by language, as a crucial element to impact and change the desires of people. For this purpose, six autobiographical interviews were conducted with women aged 19–39 years, from two different countries and continents, paying attention to the narratives of their sexual-affective relationships. Using the communicative methodology, interactions have been analyzed from verbal communication and nonverbal communication, based on the consequences of the actions rather than intentionality. The results of this study show how dialogic communicative acts with NAMs influenced some women who first defended or justified actions of male perpetrators to later prefer to support female survivors against their perpetrators. Analysis reveals that communicative acts grounded in such language that enacted the desire of NAM for women of solidarity have shaped some memories of women of relationships with dominant traditional masculinities (DTM) and, ultimately, contributed to change their attraction and election patterns.
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    Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review
    (Frontiers Media S.A., 2021-04-29) Ugalde Lujambio, Leire; Santiago Garabieta, Maite; Villarejo Carballido, Beatriz; Puigvert Mallart, Lidia
    Children with special educational needs (SEN) achieve lower educational levels than their peers without special needs, leading to a higher risk of social exclusion in the future. Inclusive education aims to promote learning and to benefit the cognitive development of these students, and numerous research studies have indicated that interactive environments benefit inclusion. However, it is necessary to know how these inclusive environments can positively impact the academic improvement and development of these students' cognitive skills. This article provides a review of the scientific literature from Web of Science, SCOPUS, ERIC, and PsychINFO to understand the impact of interactive environments on the academic learning and cognitive skill development of children with SEN. A total of 17 studies were selected. Those studies showed the effectiveness of interactive learning environments in promoting instrumental learning, increasing academic involvement, and improving the cognitive development of children with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the learning and cognitive development of students with SEN.
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    The impact of one book about friendship in the lives of readers
    (SAGE Publications Inc., 2022-03-22) Gómez González, Aitor; Puigvert Mallart, Lidia; Nazareno, Elias; López de Aguileta, Ane; Vidu Afloarei, Ana; García Carrión, Rocío
    Research shows the benefits quality friendships have throughout humans’ lives. Recent scientific literature focuses on social impact. However, the social impact of reading and dialoguing about a book about friendship is not explored. This study aims to analyze the impact of “Creative Friendships” in the lives of participants and their surroundings. Using communicative methodology, based on dialogical co-creation from the start, it includes 30 participants from diverse backgrounds and ages through individual interviews, a focus group and the observation of two dialogic seminars. Results show how reading and discussing the book impacted participants’ views of beauty, goodness, truth, and freedom.