Who are attracted to adolescents and why? How does influence the attraction in their lives, their hopes, joys, sorrows, disappointments, even in the abuse and disease? How can achieve that they do not feel attraction for those who despise or abuse them? Families and teachers know the grades they achieve, the sports they play, but we remain more ignorant than before about the processes that inculcate on them the desire for some people and not for other one. This scientific study of love, shows us a world unknown, but intensely lived by our teenagers, making it one of the main and unknown keys in their lives. Next to the main theories of love, there are the voices of young people who speak from their anonymity as would never do in front of their parents or teachers. The book discusses the consequences of conceiving love as an instinct, chemistry, lightning that falls suddenly, or as a feeling and a desire among the people who will live a second or a lifetime happiness.
The Velo Elegido, as a profound reflection on the recognition of any cultural minority, as in this case of Muslims, offers arguments that allow the reconstruction of equality “of” and “between” women. Beyond the rejection or the impose of the veil or hijab, the authors write together on the right of all women to the equality of differences, work and education without being discriminated by a different form of dress or religion, looking for the respect that Muslim women have to choose to wear the hijab. Besides the scientific quality and rigor that address this issue, the authors put special emphasis on the transformative potential of the lives and organizations of women who, with or without hijab, claim respect for their decisions while affirm that the “problem” of the hijab is a shift of the real conflict: the inequality between people.
This book includes new and unpublished ideas from Searle such as speech acts, how to do things with words, the dialogic imagination, collective intentionality and intersubjectivity, and the creation of meaning. In this book we find a hard criticism to postmodernism, but also the analyze of the relationship between language and social studies that clarifies his criticisms of the conception of speech acts and more concretely Habermas’ contributions that help to differentiate, for example, a free communicative act from other type of act that constitutes psychological abuse.
The author, a professor at the University of Barcelona and researcher at CIDE before becoming a professor at the University of Aguascalientes (Mexico), lived intensely as a teenager the clubs, including working as a dancer in them. His conviction defense of these recreational areas and her knowledge of the influence they have on emotional and sexual education has led her to investigate and clarify what we can do to avoid anything that encourages the learning of violence and enhance everything that enables learning love. This book takes a rigorous scientific analysis and develops proposals to overcome certain attitudes and behaviors that generate acceptance of physical and mental abuse.
The publication of “Critical Communicative Methodology,” by Jesus Gomez, Antonio Latorre, Montse Sanchez and Ramon Flecha, is the proof that a scientifically rigorous research methodology, responsible with the challenges of the new current society, is essential to respond to social changes today.
This methodology is one of the most validated methodological approaches at the international level. It draws mainly on the European Research Framework Program. It is also a key contribution to understand and explain the transformation of social reality and a useful contribution to researchers and research you carry out projects in social sciences.
Essential reading, transformative and critique.
To Jesus Gomez in memoriam.
M.W. Apple J.A. Beane published in his “democratic schools” an analysis of U.S. schools that has generated much interest in the subject in the international scientific community and teachers and teachers from around the world. The coordinators of the book presented here give continuity to the work of these key authors presenting in a rigorous and comprehensive manner, democratic schools from the Spanish context.
The educational experiences in this book have some common characteristics: the creation of conditions necessary to advance to the educational success of all students, the democratization of the classroom to include the voices of children and adolescents, and community participation in educational management and control within the centers. In short, they include elements of analysis that helps build schools and societies more democratic and egalitarian.
Rafael Feito Alonso is professor at the Universidad Complutense de Madrid and Juan Ignacio Lopez Ruiz is a professor at the University of Sevilla.
Hegemonic conceptions of learning in our classrooms and our books were written in and for industrial societies that no longer exist. In the eighties, it was presented a constructivist conception of meaningful learning, which had been finalized in 1962, and therefore it could not solve the problems that we face in the informational and dialogical societies started in the seventies. Some will expect to deepen the dialogical conceptions of learning when we will have passed the societies for being built. The intention of this book is to help that this time we come on time. We must take advantage of the many fruitful contributions made by past conceptions of learning (traditional, meaningful, cooperative), but we also need to know to place them in current conceptions of learning.
The children deserve the best. Today we know that learning depends on all their interactions, both in the classroom and at home. Today we know that the agreement between families and schools is much more relevant than other aspects that had previously given importance. Conceptions of learning need to help coordinate the actions of professionals, families, environments, communities and the boys and girls.
Those who have written this book are leading Include-ed, the larger research in education conducted so far in the European Research Framework Programmes. Sandra Racionero is a PhD from the University of Wisconsin-Madison, the first ranking in Educational Psychology. Ainhoa Flecha is Professor of Sociology at the Autonomous University of Barcelona. Carme Garcia is professor of Education at the University Rovira i Virgili of Tarragona. Adriana Aubert is Professor of Sociology at the University of Barcelona. Ramon Flecha received the title of Doctor Honoris Causa by the University of Timisoara, as a proposal from the Faculty of Psychology and Sociology.
Jerome Bruner, when Freire died, sent the following mail to the author and authors of this book: “He was a brave and visionary. He made us aware of our absurd cruelties, and now the challenge for all of us is to do something with them.” The theory and practice of dialogic learning are being used to overcome cruelty that affects girls and boys of all conditions and to advance excellence in learning for everyone.
The collection of texts collected in this book is the reproduction of talks pronounced by Paulo in Brazil, Chile, Paraguay and Uruguay. It also collects a work written especially for the people of Nicaragua, based on a very appreciated topic for him (and also for us, as educators): his political concerns as well as his focus on popular education. These writings generated from the talks in four Latin American countries and also one of them written “in the shadow of this tree,” that is, in his desk, in Sao Paulo, brings to us all the eloquence of dreams, and the utopia of Paulo Freire.
In the dialogic circles or in its space of passionate, coherent, and humanizing reflections and for the sake of the humanization of the popular classes, often expropriated from their most basic rights, Paulo Freire exposes all his belief in the people and also in a better and more democratic World.
One of the phenomena that is transforming Western societies is international migration. Multiculturalism is one of the characteristics that define this phenomena. From the international scientific community, authors such as Alejandro Portes and Ruben G. Rumbaut analyze social change and its relation to the history of second generation immigrants, especially in American society. The publication of his work in Spanish is an exceptional opportunity to incorporate this type of analysis in our context. The scientific and methodological rigor of this research has been crucial for the publication of this book. Both elements make it challenging to advance scientific knowledge on this subject.
“If Marx, Weber and Durkheim were alive today, in the twenty-first century, legacies would be the first book you should read to understand the importance of the new immigration.” MARCELO M. Suarez-Orozco, professor and co-director of the Harvard Immigration Projects, Harvard University.
Racism is still one of the major social barriers; hence its prevalence reinforces the existing inequalities between the most disadvantaged groups. Among them, the Roma immigrants have become one of the groups facing the worse consequences of racism.
Under the premise of publishing books with the highest scientific quality, the Editorial Hypatia select this work based on the research that the OSCE-ODIHR (Organization for Security and Cooperation in Europe Office for Democratic Institutions and Human Rights) requested from Teresa Sordé.
Teresa Sordé, PhD is member of GEDIME (Group for the Study of Immigration and Ethnic Minorities) in the Autonomous University of Barcelona. Her current study suggests some elements of great scientific importance to the current debate on social sciences, such as the problems that arose because the increase of racist attacks against Roma, as well as the social and political reactions that have been generated in Europe.