Lídia Puigvert

Bio: Lídia Puigvert is an academic researcher from University of Barcelona. The author has contributed to research in topics: Dialogic & Social change. The author has an hindex of 18, co-authored 51 publications receiving 1007 citations. Previous affiliations of Lídia Puigvert include University of Cambridge.

Critical Communicative Methodology: Informing Real Social Transformation through Research.

Abstract: The critical communicative methodology (CCM) is a methodological response to the dialogic turn of societies and sciences that has already had an important impact in transforming situations of inequality and exclusion. Research conducted with the CCM implies continuous and egalitarian dialogue among researchers and the people involved in the communities and realities being studied. To this dialogue, researchers bring existing scientific knowledge, and the researched subjects contribute knowledge from their lifeworlds. In this process, new understandings emerge informing solutions to many social problems. Later, social actors lobby for the development of effective social policy based on those solutions. This article presents the CCM, its main principles, techniques, and achievements relating them to the life and person of Jesus Gomez (“Pato”), who deeply engaged in the development of this methodology, always with passion and intellectual rigor and a profound commitment to social justice.

Gender Violence Among Teenagers Socialization and Prevention

Abstract: This Spanish-based study found that some adolescents link attractiveness with violence. Previous research showed that a socialization process within teenagers' contexts promotes this association. The results suggest that this link is one of the possible causes of the high rates of gender violence among youth. Debates regarding this research already have had political repercussions. Although the 2004 Spanish Act Against Gender Violence—the first of its kind in Europe—acknowledged violence with romantic partners or ex-partners, the 2008 Catalan Act on the Right of Women to Eradicate Chauvinist Violence also recognizes gender violence in dating, and considers preventive socialization as a main measure. This study provides key knowledge to support this purpose.

Critical Communicative Methodology: including vulnerable voices in research through dialogue

Abstract: This article describes how Critical Communicative Methodology (CCM) has been used successfully to analyse educational inequalities in ways that generate real transformation towards social justice. We begin by arguing that educational research today should employ new methodological approaches that can ensure the inclusion of different voices in social science research and the production of knowledge that transforms social exclusion. We then analyse the main epistemological positions of CCM, based on Habermas’ communicative action theory, and explain how it was implemented in the European Union-funded INCLUD-ED project. Finally, we illustrate how INCLUD-ED has had a social and political impact and we argue that research with vulnerable groups, based on the principles of CCM, can generate social and educational transformation.

The New Alternative Masculinities and the Overcoming of Gender Violence

Abstract: Research about masculinities gathers different topics from diverse disciplinary perspectives. One of the topics has been the analysis of the perpetuation’s effect of the traditional heterosexual model of masculinity in the violence against women. Recent scientific evidences about the reproduction of this social problem have evidenced the existence of three different types of masculinities (in the sense of the weberian ideal types): dominant traditional masculinity (DTM), oppressed traditional masculinity (OTM), and new alternative masculinities (NAM). The first two types contribute to perpetuate gender violence, while the latter allows preventing it and, consequently, it leads to its overcoming. This article approach the existence of these three types of masculinities and analyzes both, theirs characteristics and their consequences for violence against women. It presents evidences that what makes NAM providing a preventive effect is its linkage between the language of ethics and the language of desire.

Las comunidades de aprendizaje: una apuesta por la igualdad educativa

Abstract: Comunidades de Aprendizaje es un proyecto de transformacion de centros educativos dirigido a la superacion del fracaso escolar y la eliminacion de conflictos Este proyecto se distingue por una apuesta por el aprendizaje dialogico mediante los grupos interactivos, donde el dialogo igualitario se convierte en un esfuerzo comun para lograr la igualdad educativa de todas las alumnas y alumnos La transformacion esta orientada hacia el sueno de la escuela que se quiere conseguir A partir de ahora, el aprendizaje escolar no recae exclusivamente en manos del profesorado, sino que el logro de una educacion de gran calidad depende de la participacion conjunta de las familias, las asociaciones del barrio, el voluntariado Las comunidades de aprendizaje representan una apuesta por la igualdad educativa en el marco de la sociedad de la informacion para combatir las situaciones de desigualdad en las que se encuentran muchas personas Es la reivindicacion de la educacion que todas las personas queremos para nuestras hijas e hijos, para todas las ninas y ninos del mundo Palabras Clave : aprendizaje dialogico, grupos interactivos, comunidades de aprendizaje, altas expectativas, participacion de todas y todos, educacion entre iguales

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

The European commission

Abstract: 2 1 The innovative transport systems and the CityMobil project 10 1.1 The research questions 10 2 The state of art in the field of automatic transport systems 12 2.1 Case studies and demand studies for innovative transport systems 12 3 The design and implementation of surveys 14 3.1 Definition of experimental design 14 3.2 Questionnaire design and delivery 16 3.3 First analyses on the collected sample 18 4 Calibration of Logit Multionomial demand models 21 4.1 Methodology 21 4.2 Calibration of the “full” model. 22 4.3 Calibration of the “final” model 24 4.4 The demand analysis through the final Multinomial Logit model 25 5 The analysis of interaction between the demand and socioeconomic attributes 31 5.1 Methodology 31 5.2 Application of Mixed Logit models to the demand 31 5.3 Analysis of the interactions between demand and socioeconomic attributes through Mixed Logit models 32 5.4 Mixed Logit model and interaction between age and the demand for the CTS 38 5.5 Demand analysis with Mixed Logit model 39 6 Final analyses and conclusions 45 6.1 Comparison between the results of the analyses 45 6.2 Conclusions 48 6.3 Answers to the research questions and future developments 52