Feminismo/s最新文献_第2页

The role of the support of top management in gender equality outcomes in higher education and research 高层管理人员的支持在高等教育和研究领域性别平等成果中的作用

Feminismo/s Pub Date : 2024-01-10 DOI: 10.14198/fem.2024.43.11

K. Tardos, V. Paksi

{"title":"The role of the support of top management in gender equality outcomes in higher education and research","authors":"K. Tardos, V. Paksi","doi":"10.14198/fem.2024.43.11","DOIUrl":"https://doi.org/10.14198/fem.2024.43.11","url":null,"abstract":"In the past decade, there has been increasing attention globally to the institutionalisation of diversity management practices in research, development and innovation (RDI) organisations, as well as the necessity of addressing more effectively various forms of discrimination and inequalities, especially agendas of gender inequality. Although there is extensive research on the different forms, levels, and reasons for gender inequality in RDI organisations, relatively little research has examined how top management members perceive the importance of the former. Our research examines how gender equality outcomes might differ for higher education and research-performing organisations in Hungary when top management strategically supports gender equality. For this purpose, we use –among the indicators by which the European Union (EU) measures progress related to achieving Sustainable Developmental Goal #5 on Gender Equality– the gender employment gap, the gender pay gap, and positions held by women in senior management. We applied a quantitative approach, using an online questionnaire to survey forty-eight higher education institutions and research centres. Our findings build on a comparison of two subsamples; the first in which top management attributes strategic importance to gender equality, and the second in which this strategic approach is lacking. The results show that the «strategic» subsample can primarily be differentiated from the «non-strategic» subsample due to the former’s implementation of significantly more gender equality initiatives at the individual and cultural levels. Concerning initiatives on the structural and organisational level, no significant difference could be found. Furthermore, while a positive linear relationship was found between the number of gender equality practices and the number of positive gender equality outcomes, comparing gender equality outcomes in the two subsamples in more detail indicated fewer significant differences.","PeriodicalId":261806,"journal":{"name":"Feminismo/s","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627766","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}

引用次数: 0

Transdisciplinarity among universities as a catalyst for a gender-sensitive revolution. Strategies and approaches from the perspective of communication design 大学之间的跨学科性是性别敏感性革命的催化剂。从传播设计的角度看策略和方法

Feminismo/s Pub Date : 2024-01-10 DOI: 10.14198/fem.2024.43.07

F. Casnati, V. Bucchetti

{"title":"Transdisciplinarity among universities as a catalyst for a gender-sensitive revolution. Strategies and approaches from the perspective of communication design","authors":"F. Casnati, V. Bucchetti","doi":"10.14198/fem.2024.43.07","DOIUrl":"https://doi.org/10.14198/fem.2024.43.07","url":null,"abstract":"One of the most influential and proven vehicles for sustainable development is inclusive and quality education. This is why it is crucial to promote gender equality in higher education and research, for only in this way can we build a fairer world where everyone has equal opportunities to contribute, create, fulfil their dreams, use their talents, and above all, develop a more sustainable world in collaboration with other human beings. This contribution intends to approach the issue of the university’s role in closing the gender gap from the disciplinary perspective of Communication Design. The contribution therefore aims to fuel the reflection on the role and strategies that the educational path in design can experiment and equip itself with to promote a shift in perspective and contribute to a positive change. The presentation of the case study «A multidisciplinary awareness-raising campaign project against gender-based violence, from the university for the university» has the aim of supporting the argumentation. The case study constitutes a practical example of an inter-university multidisciplinary project, an awareness-raising campaign, in which the synergy and juxtaposition of different and complementary disciplines enable the activation of a virtuous circle of knowledge and awareness. The strategy implemented in this case involved the university on several intertwining levels: from the university, through the university, for the university. The actors engaged in the research and project were located at different levels of the academic pathway: Professors, researchers and students worked together and with different roles in the various stages of the project","PeriodicalId":261806,"journal":{"name":"Feminismo/s","volume":"62 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534684","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}

引用次数: 0

Promover la igualdad de género mediante la Agenda 2030 y los Objetivos de Desarrollo Sostenible. Introducción 通过 2030 年议程和可持续发展目标促进性别平等。导言

Feminismo/s Pub Date : 2024-01-10 DOI: 10.14198/fem.2024.43.01

Gladys Merma-Molina, Mayra Urrea Solano, Diego Gavilán-Martín

引用次数: 0

Genealogías femeninas y formación inicial docente. El papel de la Didáctica de las Ciencias Sociales para el aprendizaje de la Sostenibilidad y la Ciudadanía Mundial 女性谱系与初始教师培训。社会科学教学法在学习可持续性和全球公民意识方面的作用。

Feminismo/s Pub Date : 2024-01-10 DOI: 10.14198/fem.2024.43.04

Rocío Díez Ros, Bárbara Ortuño Martínez, Santiago Ponsoda López de Atalaya, Andrea Dominguez García

{"title":"Genealogías femeninas y formación inicial docente. El papel de la Didáctica de las Ciencias Sociales para el aprendizaje de la Sostenibilidad y la Ciudadanía Mundial","authors":"Rocío Díez Ros, Bárbara Ortuño Martínez, Santiago Ponsoda López de Atalaya, Andrea Dominguez García","doi":"10.14198/fem.2024.43.04","DOIUrl":"https://doi.org/10.14198/fem.2024.43.04","url":null,"abstract":"El objetivo fundamental de la investigación que aquí presentamos es analizar la efectividad y la utilidad de una estrategia didáctica en Didáctica de las Ciencias Sociales, para la enseñanza-aprendizaje de la Ciudadanía Mundial y el Desarrollo Sostenible en la formación inicial del profesorado de Educación Infantil. Las acciones se adaptan a lo recogido en la Agenda 2030 sobre el Desarrollo Sostenible y sus 17 Objetivos de Desarrollo Sostenible (ODS). Partiendo de una investigación histórica con perspectiva de género, el alumnado participante ha realizado un ejercicio de diálogo entre pasado, presente y futuro que le ha permitido reflexionar sobre sus aportaciones docentes hacia la consecución de una educación igualitaria. En concreto se han analizado los resultados de una acción formativa basada en las genealogías femeninas, como herramienta para potenciar, entre otros, el desarrollo del pensamiento crítico en el alumnado, que es personal docente en formación. Para ello, hemos recurrido a un método mixto y hemos implementado como instrumento una escala tipo Likert, junto a una serie de preguntas abiertas para conocer con más detalle la percepción de nuestra propuesta. Han participado un total de 283 estudiantes de la asignatura de Didáctica del Conocimiento del Medio Social y Cultural de segundo curso del Grado de Maestro/a en Educación Infantil de la Universidad de Alicante. Los resultados obtenidos muestran que se trata de una estrategia educativa novedosa en su formación docente, y útil para su futuro profesional, según indica el alumnado participante en el estudio. Consideran también que les inspira para cumplir con su responsabilidad de educar en igualdad de género y que, además, les forma para la consecución de una sociedad mundial justa y democrática.","PeriodicalId":261806,"journal":{"name":"Feminismo/s","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627001","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}

引用次数: 0