Journal of Supranational Policies of Education (JOSPOE)最新文献

{"title":"Regionalism and higher education in south América: a comparative analysis for understanding internationalization / Regionalismo y educación superior en Suramérica: Un análisis comparado para entender la internacionalización","authors":"Daniela Perrotta","doi":"10.15366/jospoe2016.4.003","DOIUrl":"https://doi.org/10.15366/jospoe2016.4.003","url":null,"abstract":"espanolLos actuales proyectos de construccion de region estan generando modificaciones en la gobernanza de la educacion superior en todo el mundo. De hecho, casi todos los esquemas regionales han puesto en marcha programas y politicas para promover la coordinacion, cooperacion y / o integracion entre sistemas e instituciones de la educacion superior. Este documento se centra en la region de America del Sur y desarrolla un analisis comparativo de cuatro regionalismos, a saber: el Mercado Comun del Sur (Mercosur), la Alianza Bolivariana para los Pueblos de Nuestra America - Tratado de Comercio de los Pueblos (ALBA-TCP) , la Union de Naciones Suramericanas (UNASUR) y la Alianza del Pacifico (AP). Estos proyectos regionales, independientemente de su orientacion ideologica, estan encaminando politicas para promover la cooperacion, coordinacion y/o integracion universitaria. Nuestro argumento es que al menos tres tendencias de la internacionalizacion de la universidad se difunden y se consolidan a traves del regionalismo: primero, una internacionalizacion status-quoista (hegemonica); segundo, una internacionalizacion revisionista; tercero, una internacionalizacion contra-hegemonica. La Alianza del Pacifico revela el primer tipo; el Mercosur es el caso revisionista; y el ALBA-TCP representa un intento de un proceso contra-hegemonico. UNASUR es un caso “en el medio”, en tanto presenciamos una division entre un eje Atlantico y otro Pacifico. Desarrollamos nuestro trabajo a partir de un esquema de regionalismo comparado. EnglishCurrent region-building projects are crafting higher education governance around the world. In fact, almost every regional scheme has launched programs and policies to promote the coordination, cooperation and/or integration of higher education systems and institutions. This paper focuses in the South American region and develops a comparative analysis of regional schemes, focusing on four cases: the Common Market of the South (Mercosur), the Bolivarian Alliance for the People of Our America – People’s Trade Agreement (Alba-TCP), the Union of South American Nations (UNASUR) and the Pacific Alliance (AP). These regional projects – regardless its ideological orientation– are delivering policies to promote university cooperation, coordination and/or integration. We argue that at least three trends of internationalization of the university are being diffused and consolidated through regionalism: first, a status-quo internationalization (hegemonic); second, a revisionist internationalization; third, a counter-hegemonic internationalization. The Pacific Alliance reveals the first type; Mercosur is the revisionist case; and ALBA-TCP represents an attempt of a counter-hegemonic process. UNASUR is an “in-between” case, as the Atlantic versus Pacific divide has not yet been resumed. We unfold the argument by pursuing a comparative approach.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123753882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La educación y los Organismos Internacionales de crédito. Préstamos y recomendaciones para América Latina (2000-2015) / Education and the international credit organizations. Loans and recommendations to America Latina (2000-2015)","authors":"María Betania Oreja Cerruti, Susana E. Vior","doi":"10.15366/jospoe2016.4.001","DOIUrl":"https://doi.org/10.15366/jospoe2016.4.001","url":null,"abstract":"espanolEl trabajo aborda los temas prioritarios y las estrategias que subyacen en los proyectos financiados por el Banco Mundial y el Banco Interamericano de Desarrollo en Argentina, Brasil, Chile y Mexico, a partir del ano 2000 y hasta la actualidad. Desde una perspectiva historica, se analiza su papel en las reformas educacionales de America Latina de los ‘90 y las nuevas orientaciones adoptadas en la etapa mas reciente. El analisis de los proyectos permite afirmar que, a pesar de las especificidades del financiamiento en cada pais, por parte de cada entidad, existen ciertas lineas de continuidad que son presentadas como solucion tecnica a replicar frente a viejos y nuevos problemas de los sistemas educativos. El interes en la educacion desde la perspectiva de la Teoria del Capital Humano, la busqueda de la mejora de la productividad y “empleabilidad” de los trabajadores y el mantenimiento del orden social orientan fuertemente la accion de ambos bancos en el ambito de la educacion. EnglishThe paper tackles the main subjects and the strategies which underlie the projects funded by the World Bank and the Interamerican Development Bank in Argentina, Brasil, Chile and Mexico, since year 2000 up today. From a historical perspective, their role in the educational reforms in Latin America in the nineties and the new guidings taken in recent times, are analized. Studying the projects one may assert that, in spite of the specific fundings in each country, by each entity, there are some persistance lines which are shown as the technical solution to be replayed afront old and new problems of the educational systems. The actions of both banks in the educational world are strongly guided by the interest in education from the perspective of Theory of Human Capital, the search for improving the productivity and “employability” of workers and the support of social order.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"856 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114898584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creatividad y Educación en China. Algunas ideas sobre el debate actual / Creativity and education in China. Some ideas on current debate","authors":"G. Pérez, L. Miguel, Rosso Pantoja","doi":"10.15366/jospoe2016.4.009","DOIUrl":"https://doi.org/10.15366/jospoe2016.4.009","url":null,"abstract":"Throughout the first decade of the century, the Chinese government has shown its intention to encourage creativity among young people in several education reforms. However, is it possible to preserve the meritocratic model and encourage creativity? Another issue is what do Chinese people understand for creativity and what social changes are necessary to achieve it. Through this article we will analyze the opinions of several experts in learning and politics about the development of the teaching of creativity in China.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122118640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Organismos Internacionales y Educación universitaria: indicios y tensiones. El caso argentino (1990-2000) / International organizations and higher education: Indications and tensions. The case of Argentina (1990-2000)","authors":"Marisa Zelaya","doi":"10.15366/jospoe2016.4.006","DOIUrl":"https://doi.org/10.15366/jospoe2016.4.006","url":null,"abstract":"espanolEl presente trabajo aborda los principales posicionamientos e incidencias de los organismos internacionales financieros y cooperativos, en la educacion universitaria en Latinoamerica y Argentina durante las ultimas dos decadas. La primera parte, a modo de introduccion, establece las tendencias de cambio del sector universitario en el contexto internacional. A su vez, se puntualizan algunas tendencias en el marco del neoliberalismo. El segundo apartado, Principales incidencias de los OIs en la educacion universitaria durante la decada de 1990 en Latinoamerica y Argentina, describe algunas de las respuestas adaptativas de los sistemas de educacion universitaria a los requerimientos de una agenda mundial inducida por dichos organismos, junto al aumento acelerado de la demanda social de educacion universitaria. El tercer apartado, Tensiones entre la herencia y las recientes orientaciones de los OIs en educacion universitaria: Argentina durante la ultima decada, intenta presentar la controversia entre las visiones garantistas y de mercado en materia de educacion universitaria, en el escenario del postneoliberalismo, donde se han producido cambios sustanciales en el plano de la politica. En este sentido un aspecto a destacar es la repolitizacion de las politicas publicas tanto en el caso argentino como en otros paises de America Latina. EnglishThis paper addresses the main positions and incidents of international financial and cooperative organizations, in relation to higher education in Latin America and particularly in the case of Argentina, during the last two decades. The first part, by way of introduction, sets the changing trends of the university sector in the international context. So that these trends are described under the neoliberalism. The second section, Major incidents of IOs in higher education during the 1990s, describes some of the adaptive answers of higher education systems to the requirements of a global agenda for these organizations induced by the accelerated increase social demand for higher education. And the third section, Tensions between heredity and recent guidance of IOs in higher education: Argentina over the last decade. At one point, you try to submit the dispute between visions garantistas and market in higher education, on the stage of postneoliberalismo, where there have been substantial changes in terms of politics. In this sense one aspect to highlight is the re-politicization of public policy both in the case of Argentina and in other countries in Latin America. In short, this work is descriptive to the extent not try to delve not give finished answers about the relationship of these organizations and higher education. En sintesis, este trabajo es de caracter descriptivo en la medida que no intenta ahondar respuestas acabadas en torno a la relacion de estos organismos y la educacion universitaria.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125980338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"OIs Pruebas internacionales, medios, redes y la educación en Argentina / IOs, International tests, mass media, social networks and the education in Argentina","authors":"Martín Caldo","doi":"10.15366/jospoe2016.4.007","DOIUrl":"https://doi.org/10.15366/jospoe2016.4.007","url":null,"abstract":"ABSTRACT This work tries to reflect on international exams, especially the PISA test and the way it inserts itself into the big population groups due to the power that the mass media and the social networks have been gaining lately, allowing these latter to impose the topics for discussion. It is thought that these information transmission devices complement each other, installing powerful political ideas that strike on the public opinion . Because of this, it is very difficult to install public educational policies whose aims differ from those of the PISA exam. In this article, three approaches are introduced> First, a description of the situation in Argentina , based on the test results of the year 2012, secondly, the analysis of two political parties responses towards the data provided by the media ,and finally, a possible alternative to construct another way of thinking the education that combines the participation presencial with the virtual one that the networks provide. Key words: Evaluations PISA, mass media, social networks, educational politic RESUMEN Este trabajo intenta reflexionar sobre las evaluaciones internacionales, en especial la prueba PISA y su penetracion en las grandes capas poblacionales a partir del poder de imposicion de agendas de discusion que van adquiriendo los medios de comunicacion y las redes sociales. Se sostiene que la combinacion de estos dispositivos de transmision de la informacion actuan en forma complementaria instalando potentes discursos que impactan sobre el sentido comun y resulta muy complejo establecer politicas publicas educativas que se dirijan en direcciones diferentes. Se propone la descripcion de la situacion en la Republica Argentina a partir de la difusion de datos de la pruebas PISA desarrolladas en el ano 2012, el analisis de dos respuestas politicas diferentes ante esta lectura de los datos planteada por los medios, cerrandose el articulo con una posible alternativa para construir otra forma de pensar la educacion que combine la participacion presencial con la virtual que proporcionan las redes. Palabras clave: Pruebas PISA, medios, redes, politica educativa","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"263 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116494245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UNIFEM: Defensa y promoción de la mujer y su derecho a la educación / UNIFEM: Defence and promotion of women and their right to education","authors":"Nuria Martínez","doi":"10.15366/jospoe2015.3.005","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.005","url":null,"abstract":"espanolEl Fondo de Desarrollo de las Naciones Unidas para la Mujer (UNIFEM) ha realizado una ingente labor desde su fundacion (1984) hasta su fusion en UN WOMEN (2010), en diferentes ambitos: reducir la feminizacion de la pobreza, poner fin a la violencia contra las mujeres, contrarrestar la propagacion del VIH/SIDA entre las mujeres y ninas, y lograr la igualdad de genero en las esferas politicas, economicas, sociales y culturales. Para ello ha apoyado las iniciativas de gobiernos e instituciones civiles conducentes a mejorar la calidad de vida de las mujeres y la proteccion de sus derechos. Uno de ellos es la educacion. Ante la disparidad de tasas en cuanto al acceso y formacion de mujeres y ninas, aquella se convierte en una herramienta clave para lograr no solo la paridad e igualdad de sexos, sino la promocion y el empoderamiento de la mujer, para, favoreciendo su autonomia y desarrollo, participar en los principales organos de toma de decisiones. EnglishThe United Nations Development Fund for Women (UNIFEM) has done a lot of work since its founding (1984) until its merger in UN WOMEN (2010), in different areas: reducing feminized poverty, ending violence against women, reverse the spread of HIV /AIDS among women and girls, and achieving gender equality in the political, economic, social and cultural spheres. It has supported efforts by governments and civil institutions that are focusing to improve the quality of life of women and protection of their rights. One of the efforts is education. Given the disparity in access fees and training of women and girls, it becomes a key tool to achieve not only parity and gender equality, but the promotion and empowerment of women, favoring their autonomy and development, to participate in key decision-making bodies.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123148353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agentes para la igualdad de género en los centros educativos: el caso de las CCAA de España en perspectiva supranacional / Gender equality agents in schools: the case of autonomous communities of Spain in supranational perspective","authors":"Montserrat Grañeras Pastrana, Patricia Ibáñez Ibáñez, N. Novoa, Patricia González Morales","doi":"10.15366/jospoe2015.3.012","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.012","url":null,"abstract":"espanolLa educacion es considerada un requisito indispensable para poder alcanzar la igualdad real entre mujeres y hombres en todas las esferas de la vida. Asi queda reflejado en las numerosas directrices elaboradas por organismos internacionales en las que se recomienda la incorporacion de la transversalidad de genero en el sistema educativo. A raiz de ello, numerosos paises han legislado politicas nacionales introduciendo la igualdad de genero en sus respectivas leyes educativas y destacando su importante papel en el logro de la igualdad. En este articulo se pretende, por un lado, exponer como se aborda la integracion de la perspectiva de genero en la educacion en el contexto supranacional, haciendo hincapie en las directrices marcadas por algunos organismos internacionales y como dichas directrices se concretan en los diferentes paises europeos. Por otro lado, se ofrece un analisis comparado de la concrecion de la transversalidad de genero en la educacion a traves de las politicas nacionales y autonomicas de nuestro pais, deteniendonos en el desarrollo y tratamiento otorgado al profesional encargado de integrar la perspectiva de genero en los centros educativos: la figura responsable de la igualdad en los Consejos Escolares de los centros educativos. EnglishEducation is considered an essential element in order to reach a real equality between men and women in all fields of life. This is conveyed in the many guidelines drafted by international organizations, who recommend the incorporation of gender mainstreaming into the education system. As a result of this, many countries have issued national policies which introduce gender equality in their education acts, highlighting its important role in the achievement of equality. This paper intends, on one hand, to describe how the integration of the gender perspective in education is tackled in the supranational context, focusing on the guidelines set by some international organizations and how said guidelines take shape in the different European countries. On the other hand, this paper provides a comparative analysis on the precision of gender mainstreaming in education through our country�s national and regional policies, focusing on the development and treatment of the professional in charge of integrating the gender perspective into the schools: the figure responsible for gender equality within the School Boards.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121026013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Género, capacidades y educación en los países en desarrollo / Gender, capabilities and education in developing countries","authors":"M. Rodríguez","doi":"10.15366/jospoe2015.3.003","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.003","url":null,"abstract":"ABSTRACT Gender inequality is a major scourges that continue to affect the XXI century in the different societies. In the developing countries this situation often becomes more complex. That is why this article pretends to show the relationship between gender, development and education through relying on the capability approach; which is being considered here the key to enhance the empowerment of women from the foundation of social justice. Thus, the gender equality and education are conceived in this work as two sides of the same coin, in the quest for empowerment and autonomy of women. Moreover, an overview approximation is provided of the situation of the education of women in the developing countries and the paper concludes with some final thoughts.Key words: Equality, gender, development, capabilities, education.  RESUMEN La desigualdad de genero es una de las principales lacras que continua afectando en pleno siglo XXI a las distintas sociedades. En los paises en desarrollo a menudo la situacion se torna mas compleja. Es por ello que en este articulo se pretende poner de manifiesto la relacion entre el genero, el desarrollo y la educacion a traves del enfoque de capacidades; el cual consideramos clave para potenciar el empoderamiento de la mujer desde la base de la justicia social. De este modo, la igualdad de genero y la educacion son concebidas en este trabajo como dos caras de la misma moneda en la busqueda del empoderamiento y la autonomia de la mujer. Asimismo, se ofrece un panorama aproximado de la situacion de la educacion de las mujeres en los paises en desarrollo y se concluye con una serie de reflexiones finales.Palabras clave: Igualdad, genero, desarrollo, capacidades, educacion.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133227470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Descolonizar los feminismos para la construcción de una pedagogía crítica con enfoque de género: caso de Mozambique / Decolonizing feminisms to making a critical pedagogy with gender approach: Mozambique’s case","authors":"Irene Martín","doi":"10.15366/jospoe2015.3.011","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.011","url":null,"abstract":"espanol?A que responde la normalizacion de la cultura de la desigualdad de genero? ?Tiene cabida la diferencia en las logicas dominantes del desarrollo y la educacion? ?Responde la educacion a los principios de equidad e igualdad? Este articulo propone una serie de reflexiones desde un posicionamiento feminista postcolonial acerca de estos y otros interrogantes, con el fin de visibilizar las voces subalternas de las mujeres y configurar debates en torno a las construcciones de genero y la cultura desde la diversidad. El escrito se hace eco de los dialogos mantenidos por referentes del feminismo postcolonial y africano en contextos de desarrollo y educacion, a partir de propuestas que abogan por descolonizar el conocimiento, liberar los saberes y transformar las acciones politicas en favor de la equidad y la justicia social. Este enfoque de genero critico, aplicado desde la transversalidad, sirve como herramienta de analisis del estado de la educacion de las ninas en Mozambique. Como propuesta de accion se resaltan las claves para la construccion de una pedagogia feminista critica, donde la educacion es entendida desde el convencimiento de la no neutralidad de sus implicaciones y, por lo tanto, como una importante estrategia de accion feminista y de empoderamiento de las mujeres y ninas. EnglishWhat does the normalization of gender inequality culture means? Does diversity show up in the dominant development and education models? Does the education include the principles of equity? This paper is based on the reflection about these questions, and tries to connect the non-hegemonic feminism with the subaltern voices. So, this approach makes up dialogues about gender constructions and cultural diversity. The main topic of this paper is the postcolonial feminist research which is related with particular contexts, such as: African development and the formal and non-formal education. From the proposals, this paper tries to decolonize the knowledge, to release the citizenships and to introduce changes in the political action for equity and social justice. The mainstreaming of this gender approach is based on the Mozambican girl�s education. As an action proposal, this paper highlights the keys to build a feminist pedagogy that transforms the discriminatory educational practices where education is understood as a non-neutral action and, therefore, as an important feminist strategy for women empowerment.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130647744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La LOMCE a la luz de la CEDAW. Un análisis de la coeducación en la última reforma educativa / LOMCE on the CEDAW’s light. An analysis of the last coeducation education reform","authors":"Noelia Fernández-González, Nuria González Clemares","doi":"10.15366/jospoe2015.3.013","DOIUrl":"https://doi.org/10.15366/jospoe2015.3.013","url":null,"abstract":"espanolEn 1979 la ONU aprobo la Convencion para la Eliminacion de Todas las Formas de Discriminacion Contra la Mujer (CEDAW, por sus siglas en ingles). Esta convencion hace un tratamiento comprensivo de la situacion de la mujer en multiples esferas, tambien en educacion (articulo 10). Espana ratifico la convencion en 1984 y desde entonces presenta informes periodicos, el ultimo en 2013. Igual que en otros paises, la sociedad civil espanola tambien presento un informe ante la ONU, el Informe Sombra, en 2014. Sendos informes mencionan los cambios que en educacion supone la LOMCE para la situacion de la mujer. Entendiendo la coeducacion desde una perspectiva de genero (Lagarde, 1996) y un enfoque de inclusion (Echeita, 2013), profundizamos en dos cambios concretos que incluye esta reforma: la posibilidad de financiacion publica a escuelas que separan por sexo, y la eliminacion de Educacion para la ciudadania unida a la introduccion de dos nuevas asignaturas. EnglishIn 1979 the UN adopted the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW, for its acronym in English). The convention provides a comprehensive approach of women�s status in many areas, including education (Article 10). Spain ratified the Convention in 1984. Since then, submits periodic reports, the last one in 2013. As in other countries, Spanish civil society also submitted a report to the UN, the Shadow Report, in 2014. Both reports mention the changes of LOMCE for for the women�s status in education. Understanding coeducation from a gender perspective (Lagarde, 1996) and an inclusive approach (Echeita, 2013), we focus on two specific changes: the possibility of public funding to schools separated by gender and the elimination of Education for citizenship together with the introduction of two new subjects.","PeriodicalId":162204,"journal":{"name":"Journal of Supranational Policies of Education (JOSPOE)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121088716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}