Examinando por Autor "Roca Campos, Esther"

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    The critical pedagogy that transforms the reality
    (Hipatia Editorial, 2022-02-25) Valls Carol, Rosa; Rodrigues de Mello, Roseli ; Rodríguez Oramas, Alfonso; Khalfaoui Larrañaga, Andrea ; Roca Campos, Esther ; Guo, Mengna
    Authors, teachers, students, family members, and other citizens from diverse cultures, gender options and countries have been and are developing critical pedagogy all over the world. However, there are authors of “critical pedagogy” who use this label for luxuries and egotism but who have never transformed nor supported the transformation of any school or educational project. This article presents four criteria to distinguish between the critical pedagogy that transforms reality and the “critical pedagogy” that only benefits those who use this label. The first criterion is the egalitarian dialogue that critical pedagogy authors use with very diverse citizens to achieve extensive and profound real transformations. The second one is the social impact of their work on society, especially on the oppressed, overcoming inequalities and improving their conditions of life. The third one is the equality of results of the oppressed in literacy as well as in sentiments and values, without segregating. The fourth one is the critical pedagogy style versus the Althusserian and market styles, highlighting the scientific and theoretical rigor of critical pedagogy authors opposed to the lack of theoretical basis of authors of “critical pedagogy”.
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    Dialogic Feminist Gatherings: Impact of the preventive socialization of gender-based violence on adolescent girls in out-of-home care
    (MDPI AG, 2020-08-05) Salceda Mesa, Marifa; Vidu Afloarei, Ana; Aubert Simón, Adriana; Roca Campos, Esther
    Gender-based violence is a social scourge with an increasing incidence at younger ages. Many studies have focused on finding effective solutions for overcoming this problem; however, few studies have analyzed the contribution of interactive learning environments to gender-based violence prevention. This article attempts to fill this gap by showing the impact of Dialogic Feminist Gatherings on the preventive socialization against gender-based violence toward adolescent girls (aged 15-18) who are in out-of-home care and living in shelters-part of the institutional protection system-for different reasons that are primarily associated with violence and a lack of family protection. This qualitative study was conducted using the communicative methodology involving fifteen daily life stories that analyze the dialogues and reflections produced among the girls during Dialogic Feminist Gatherings. The results show the acquisition of competencies in aspects such as attraction, election, and equality in sexual-affective relationships. These dimensions, when developed through Dialogic Feminist Gatherings, are consistent with the scientific literature that characterized them as protective factors against gender-based violence. This study concludes by contrasting participants' daily life reality with scientific evidence, which makes possible new methods of the preventive socialization against gender-based violence for adolescent girls in out-of-home care.
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    Interactive learning environments for the educational improvement of students with disabilities in special schools
    (Frontiers Media S.A., 2018-09-19) García Carrión, Rocío; Molina Roldán, Silvia; Roca Campos, Esther
    Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children with disabilities and provide high-quality learning and safe and supportive relationships for these students, thereby promoting their educational and social inclusion.