Assumpta Sabuco I Cantó

Bio: Assumpta Sabuco I Cantó is an academic researcher from University of Seville. The author has contributed to research in topics: Metacognition & Mainstreaming. The author has an hindex of 4, co-authored 10 publications receiving 56 citations.

Formación inicial del profesorado sobre género y coeducación: Impactos metacognitivos de la inclusión curricular transversal sobre sexismo y homofobia

Abstract: Investigamos una innovacion educativa para incorporar transversalmente la perspectiva de genero en la formacion inicial de profesionales de la educacion. Se experimenta en las asignaturas de Diagnostico en Educacion (1o Psicopedagogia) y Tecnicas e Instrumentos de Diagnostico (2o Pedagogia), con muy similares planteamientos, profesorado y materiales didacticos compartidos. La incorporacion transversal de la perspectiva de genero se facilita por la necesidad de contar con ejemplos y casos para el estudio de los contenidos metodologicos, vinculandolos a los trabajos practicos de las asignaturas. Se aplica la logica comparativo-causal en un estudio pre-experimental, ex post facto, aplicando pos-test con grupos naturales (experimentales y de control). La muestra incidental implica a 348 participantes, alumnos y alumnas de la Universidad de Sevilla. Se aplican test metacognitivos tipo CERT (conocimiento y seguridad) que permiten valorar el ajuste metacognitivo a traves de variables como la propia seguridad, la coherencia y el realismo en el manejo de los conceptos. Los resultados demuestran el impacto metacognitivo causado en el pensamiento sobre genero y coeducacion que maneja el alumnado universitario participante en estas iniciativas, concluyendo con un llamamiento a la mejora de los titulos que aportan formacion inicial para los futuros profesores y profesoras del sistema educativo.

La equidad de género en educación. Análisis y descripción de buenas prácticas educativas

Abstract: This paper shows the results derived from a research project subsidized by the Andalusia Government in public call (BOJA 11/04/2007) aimed at designing virtual resources for coeducation and at analyzing good practices for coeducation. The aim of this paper is to describe and analyze a variety of best coeducational practices carry out in different scholar context in Andalusia. Furthermore, it is intend to present a system of indicators that was useful to the analysis of best coeducational practices. For that, we use a qualitative methodology of ethnographic type, applying interviews, group discussions and observation. That methodology is based on theoretical proposal of Doing Gender (Crawford and Chaffin, 1997) and in contributions about best practices analysis (Epper y Bates, 2004; Escudero, 2009). We analyze 8 coeducational practices developed in each school in Andalusia. The results show a rich variety of educational practices linked to main themes of the Plan for Equal Opportunities between men and women in Education of Andalusia expressing in varied contents (sexuality, language, co-responsibility…) as well as diverse social and educational environment. In depth analysis reveals us two factors of special relevance for the success and sustainability of practices: positive attitude and involvement of the educational community (teachers, parents, and administrators of school) and synergy between school and others institutions of the social environment in join activities. Therefore, these findings allow us to emphasize the key role that the Plan for Equal Opportunities between men and women is playing in Andalusia to promote best practices through the teachers in charge of coeducation in schools as encouraging of them. On the other hand, we highlight as factors that conditioning the developing and sustainability of practices throughout time: coordination between educational stages and cycles, to further this work, staff’s stability and coordinated work within educational community.

Indicadores y criterios de calidad de buenas prácticas coeducativas. Una propuesta innovadora

Abstract: Resumen: Este trabajo se plantea en el marco del proyecto Teon XXI sobre uso de las TIC aplicadas a la coeducacion. En este contexto nuestro objetivo es la elaboracion de una escala observacional para evaluar buenas practicas coeducativas, que sirva de complemento a las metodologias cualitativas habitualmente utilizadas. El instrumento se compone de cinco criterios o indicadores de calidad (eficacia, efecto transformador, sostenibilidad, legitimidad, replicabilidad) definidos en base a conceptos clave que articulan una graduacion a intervalos oscilante entre 0 y 4. Los resultados de la aplicacion por cuatro jueces a diez practicas seleccionadas de centros escolares andaluces por su relevancia coeducativa mostraron su adecuada fiabilidad. Concluimos la conveniencia del proceso mismo de construccion de este tipo de escalas como vehiculo para la reflexion sobre el concepto de buena practica, dada su multidimensionalidad y complejidad de definicion. Asimismo, se recomienda el analisis desagregado de los distintos criterios para su evaluacion. Palabras clave: buena practica, coeducacion, criterios e indicadores de calidad, escala.

Perspectiva ecofeminista de la Soberanía Alimentaria: La Red de Agroecología en la Comunidad Moreno Maia en la Amazonía brasileña.

Abstract: In agreement with the political proposal on Food Sovereignty, Agroecology suggests rural development strategies as an alternative to the industrialized corporate farming dominant model in the context of globalization This essay analyses, from an ecofeminist approach, the agroecological transition process towards Food Soveignty of a group of peasant families from Moreno Maia community who participate in the Amazonian Agroecological Network in the Brazilian State of Acre In this essay we argue that, even nowadays, the agroecological analysis and the development projects are characterized by the lack of analysis of gender relations Even though some proposals bring them closer to the ecofeminist approach, there are not many cases in which agrarian changes are linked to gender relations models Results of this research evidence that agroecological projects provide an opportunity for women to work and also to make their work visible and valued by others so that, at the same time, they can move forward to a more sustainable food and agriculture organization This essay gives ideas to advance toward a necessary theoretical and practical marriage between Ecofeminism, Agroecology and Food Sovereignty

Talking differenceon gender and language

Abstract: Talk across the Gender Gap The Search for a Women's Language The Assertiveness Bandwagon Two Sexes, Two Cultures On Conversational Humor Toward a Feminist Theory of Gender and Communication

Género y formación crítica del profesorado: una tarea urgente y pendiente

Abstract: Since the appearance of academic feminism in the late sixties, gender studies have travelled a long, controversial path. It has also incorporated the voices of non-academic women in some cases. And equality reforms have been achieved that have been incorporated into public and private spheres. Asymmetrical power relations, which pervert academic and democratic education, are still high on the political agenda. And its consequences, such as genderbased violence are an unresolved reality.

Feminist agroecology: analyzing power relationships in food systems

Abstract: Agroecology needs to increasingly integrate feminist contributions to understand and transform power relations in food systems. This study is based on the participation in and analysis of meetings ...

Indicators for the Analysis of Peasant Women’s Equity and Empowerment Situations in a Sustainability Framework: A Case Study of Cacao Production in Ecuador

Abstract: Family agriculture is a fundamental pillar in the construction of agroecological agri-food alternatives fostering processes of sustainable rural development where social equity represents a central aspect. Despite agroecology’s critical openness, this area has not yet incorporated an explicit gender approach allowing an appropriate problematization and analysis of the cultural inequalities of gender relations in agriculture, women’s empowerment processes and their nexus with sustainability. This work presents an organized proposal of indicators to approach and analyze the degree of peasant women’s equity and empowerment within a wide sustainability framework. After a thorough bibliographical review, 34 equity and empowerment indicators were identified and organized into six basic theoretical dimensions. Following the collection of empirical data (from 20 cacao-producing families), the indicators were analyzed and reorganized on the basis of hierarchical cluster analysis and explanatory interdependence into a new set of six empirical dimensions: (1) access to resources, education and social participation; (2) economic-personal autonomy and self-esteem; (3) gender gaps (labor rights, health, work and physical violence); (4) techno-productive decision-making and remunerated work; (5) land ownership and mobility; and (6) diversification of responsibilities and social and feminist awareness. Additionally, a case study is presented that analyzes equity and empowerment in the lives of two rural cacao-producing peasant women in Ecuador.

Student diversity and student voice conceptualisations in five European countries: implications for including all students in schools

Abstract: This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it ex...