Teoría e Historia de la Educación y Pedagogía Social

URI permanente para esta comunidadhttps://hdl.handle.net/11441/11270

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Internationalisation and migrant academics: the hidden narratives of mobility
(Springer, 2018-01-25) Morley, Louise; Alexiadou, Nafsika; Garaz, Stela; González Monteagudo, José; Taba, Marius; Universidad de Sevilla. Departamento de Teoría e Historia de la Educación y Pedagogía Social
Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention—an unconditional good. Mobility is one of the keymechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the mobility of academics. Drawing on semi-structured interviews with 14 migrant academics from diverse ethnic backgrounds, including Roma and Latin American communities, and the theoretical framings of the new mobility paradigm and cognitive and epistemic justice, this article explores some of the hidden narratives of migrant academics’ engagements with mobility in the global knowledge economy. It concludes that there is a complex coagulation of opportunities and constraints. While there are many gains including transcultural learning, enhanced employability and inter-cultural competencies, there are also less romantic aspects to mobility including ‘otherness’, affective considerations such as isolation, and epistemic exclusions, raising questions about whose knowledge is circulating in the global academy.
Sustainability and Digital Teaching Competence in Higher Education
(MDPI, 2021-11-09) Colás Bravo, María Pilar; Conde Jiménez, Jesús; Reyes de Cózar, Salvador; Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación; Universidad de Sevilla. Departamento de Teoría e Historia de la Educación y Pedagogía Social
This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning.
The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy
(Pergamon-Elsevier Scince LTD, 2022) Torre Sierra, Ana María de la; Guichot Reina, Virginia; Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación; Universidad de Sevilla. Departamento de Teoría e Historia de la Educación y Pedagogía Social; Universidad de Sevilla. HUM206: Historia, Memoria y Patrimonio de la Educación
This investigation examines the unequal representation of men and women in elementary textbooks used in Spain since the establishment of the country’s democratic regime. We conduct a multiple-perspective Critical Discourse Analysis (CDA) by combining different analytical models developed by various authors. The results indicate that said textbooks are biased in terms of gender, perpetuating discursive strategies that devalue and exclude women as social actors while maintaining male dominance. The research points to the consequences that this gender discrimination can have for students’ construction of gender identity and urges teachers to adopt an egalitarian perspective in the selection of didactic materials.

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