Author: REUNI+D Artículos
For more than twelve months we have been witnessing a massacre of incalculable proportions and consequences against a people, the Palestinian people, which is being broadcast live before the eyes of the world by its protagonists. Eleven months ago, when its most bloody consequences had not yet manifested themselves, the massacre was already described as ‘textbook genocide’ by the then director of the Office of the UN High Commissioner for Human Rights in New York, Craig Mokhiber. His letter of resignation exudes the frustration and impotence of someone who, after a life dedicated to defending human rights, is witnessing the obvious failure of the international community to protect them.
There are a lot of debates about the use of technology in the classroom. Most of them around the benefits of these technologies, highlighting the potential risks if we incorporate them in educational centres. Looking away does not make the risks disappear. As an alternative, the case of Andalusia and its programme for the Digital Transformation of Education in schools is presented, making the benefits of community work in this area visible. The result of constant work, in which the educational community participates, reveals all the benefits of technology that would finish the eternal debates and questions about its prohibition in the classroom.
Currently, early school drop out is one of the most important school problems. This is due, in part, to the future difficulty for people who decide to leave in being able to have training that allows them to join quality professional paths that can favor vital projects outside of situations of social vulnerability.
Currently, several regional governments in Spain and other European countries are regulating the prohibition of the use of cell phones, smartphones or cell phones in their school system (Albalad, 2023) with the argument of protecting children and adolescents from the harmful effects caused by the overuse of mobile technology.
In the context of the research project “The construction of global citizenship with young people: researching transformative practices with participatory and inclusive methodologies”, (PID2020-114478RB-C22 funded by MCIN/AEI/ 10.13039/501100011033 Oviedo) we seek to understand how adolescents construct global citizenship in different spaces and contexts in Asturias (Fueyo et al. 2023a y2023b).
To this end, we have used several participatory and co-design methodologies in which young people play a leading role (Calvo-Salvador et al. 2023; Rodríguez_Hoyos et al. 2023). One of the results of these methodologies has been the design of a cooperative game called “Global Quest: what do we paint on the planet?”
In 1992 the United Nations Conference on Environment and Development was held in Brazil (Rio de Janeiro), a landmark event in the field of environment and sustainable development. In 1996 the United Nations Environment Programme created the Global Environmental Citizenship programme, which underlined the rights and responsibilities of citizens towards the environment. The environment was thus seen as a fundamental
part of democracy itself, seeking participation to create a new social pact that would challenge the pace of market growth and the direction of the global market in which multinationals wrest control that belongs to states and exercise unprecedented control over the totality of the world’s resources (Gutiérrez Pérez and Prado Rojas, 2015).
Nowadays we live immersed in a digital and digitalised society. We are constantly receiving large amounts of data and information through multiple channels and in different formats (graphic, textual, audiovisual, digital, etc.). Such is the volume of information received that in 1996, the consultant Alfons Cornellá (2013) coined the term infoxication to refer to an intoxication of information, a scenario of receiving hundreds of pieces of information daily in which we jump from one to another, without being able to dedicate adequate time to their analysis and evaluation. Moreover, many of them end up being forgotten.
In this text, we want to show the movement from research to education and, in particular, how more creative and dialogical methodological strategies, such as artistic cartographies, can be used. Cartographies for explore topics related to learning and teaching experiences linked to teachers and represent mental and emotional maps.
English pronunciation at an increasingly early age is a focus of concern for the entire educational community, both schools and families, due to its relevance in responding to the changing demands and needs of the present moment. Among these concerns, the lack of reliability of traditional teaching-learning methodologies, the difficulties of students or the scarcity of materials, among others, stand out.
The socio-educational relevance of learning English in childhood has increased substantially as a result of its emphasis on the Organic Law on Education 3/2020, as well as the set of recommendations issued by the European Commission (2020). In short, the pandemic, which has highlighted the need to address digital skills in students, as essential knowledge for participation in this post-digital society.
School radio is a communication tool that allows students to work on social and communication skills, and at the same time is a source of learning, entertainment and knowledge, which unifies both students and teachers, regardless of their social class, religion or language. Therefore, school radio has become one of the most accessible and economical technological resources for carrying out radio projects in the educational setting, due to its greater capacity for integration, as well as its possibilities for learning and working in teams (Martín-Pena D. et al., 2020).
