Browsing by Subject "Gender Equality"

Now showing 1 - 4 of 4
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    Examining trajectories of gender equality in sport for development: A text mining analysis
    (Servicio de Publicaciones. Universidad de Murcia, 2025) Campillo, Philippe; Caballero, Daniel; Sobry, Claude; Bouchet, Patrick; Javani, Vajiheh; Sin departamento asociado
    The study aimed to identify key themes in gender equality discourse within sport for development (SFD) literature, map their evolution, and assess the influence of sociopolitical contexts on gender equality approaches in SFD. The methodology involved a text-mining analysis of 526 English-language research articles on gender equality and sport development published from 2000 to 2021. The findings revealed a trajectory in the literature from an acritical stage towards more nuanced activation and liberation stages, varying across sociopolitical contexts. Key themes included the role of cultural norms, the impact of policy frameworks, and the emergence of intersectional approaches. The analysis highlighted a shift from focusing on participation rates to addressing systemic barriers and power dynamics within SFD contexts. While recent literature has developed more sophisticated analytical categories for examining gender equality in sport, there remains a gap in research exploring the role of sociopolitical agents in driving change. The study's semantic configurations align closely with international sports frameworks, suggesting a strong influence of global policy on local SFD initiatives. This research provides a comprehensive, data-driven overview of how gender equality discourses in SFD have evolved over two decades. It underscores the importance of considering sociopolitical contexts in designing and implementing SFD programs to promote gender equality.
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    La identidad de género y la diversidad afectivo-sexual en los Grados de Educación de la Universidad del País Vasco (UPV/EHU): una demanda formativa no cumplida
    (Universidad de Murcia. Servicio de Publicaciones, ) Hermoso Larzabal, Eider; López de Arana Prado, Elena; Aristizabal Llorrente, Pilar
    La Universidad debe formar a futuros/as docentes en temas relacionados con la identidad de género (IG) y la diversidad afectivo-sexual (DAS). Sin embargo, autores concluyen que existe una falta de conocimiento sobre estos temas entre el profesorado universitario. El objetivo de este estudio de caso, que se sitúa en los Grados de Educación Infantil (EI) y Educación Primaria (EP) de la Universidad del País Vasco (UPV/EHU), es analizar la perspectiva que tiene el alumnado universitario sobre la IG y la DAS, la percepción y la valoración sobre la formación recibida, y, la proyección de su capacidad para lidiar con cuestiones relacionadas con la IG y la DAS en su futura labor profesional. 233 estudiantes completaron el cuestionario, cuyas respuestas fueron analizadas en SPSS. Además, tres participaron también en las entrevistas que fueron grabadas, transcritas, categorizadas y analizadas mediante el software NVIVO 12. Los resultados evidencian la falta de formación percibida por el alumnado en relación con estos temas, por lo que su demanda de capacitación no resulta satisfecha. Esta escasa formación, los lleva a percibirse como incompetentes a la hora de responder a este tipo de diversidades en sus futuras aulas escolares. Se concluye que la oferta formativa universitaria relacionada con la IG y DAS es deficitaria, por lo que es imperativo que se enriquezca, ya que es el único modo de que el futuro profesorado responda adecuadamente a la diversidad relacionada con IG y la DAS.
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    Políticas de igualdad entre mujeres y hombres. un análisis multinivel
    (Magistra Vitae. Centro de estudios sobre la historia de las ideas políticas y sociales, 2025) Sánchez Ruiz, Inmaculada Concepción; Avilés Hernández, Manuela; García Escribano, Juan José; Sociología; Facultad de Trabajo Social
    To eliminate the discrimination that women still experience in many areas of public and private life, and promote equal opportunities between the sexes, it is necessary to implement macrosocial measures aimed at generating structural change in the foundations underpinning a country’s social and cultural life. This requires the implementation of comprehensive public policies that extend beyond the mere pursuit of legal equality between the sexes. This paper, primarily based on a bibliographic review, examines the various policies that have been promoted since the end of the 20th century to promote equal between women and men. The analysis adopts a multilevel approach, focusing on the different levels that comprise political and social action, —international, European, national and regional— with the aim of offering a comprehensive overview of the process of institutionalizing gender equality.
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    Temporal orientation in Spanish and Swedish teacher students’ narratives about gender equality
    (School of Education, University of Newcastle,, 2022-08-08) Alvén, Fredrik; Ortuño Molina, Jorge; Didáctica de las Ciencias Matemáticas y Sociales
    The main objective of the study was to analyze how Swedish and Spanish pre-service teachers’ temporal orientation influences their narratives and moral conceptions about gender inequality. 55 Spanish students and 76 Swedish students participated. The narratives were analyzed through a separate process of coding by both authors and the subsequence crossing of information in order to achieve agreement and reliability for the codes used. The analysis shows differences depending on cultural context, which may reflect the learning of narrative templates in History Education instead of a reflexive and critical learning. Mainly Spanish students described time under the concepts of change and continuity while Swedish students oftener saw time more as abrupt changes when describing the differences of current gender inequality regarding past times. Likewise, in almost all the narratives there is a naive way of understanding the sense of change over time. In the narratives there are no calls for individual action or descriptions of what possible actions there are for us to fight for a better future probably because history education does not provide examples in the past which mirror current social issues. These reflections make us to question why we teach history and how we do it.