Articles producció científica> Pedagogia

Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities

  • Datos identificativos

    Identificador: PC:3597
    Handle: https://hdl.handle.net/20.500.11797/PC3597
    Autores:
    Natividad-Sancho, LauraRodrigues de Mello, RoseliSoler-Gallart, MartaMarini Braga, Fabiana
    Resumen:
    Adolescent gender-based violence prevention and sexuality education is a topic of current concern given the increasing numbers of violence directed at girls. International organizations indicate that one in three girls aged 15 to 19 have experienced gender-based violence in their sexual relationships that this risk may be as much as 3–4 times higher for girls with disabilities. Following the good results obtained in the research project “Free_Teen_Desire” led by the University of Cambridge and funded by the Marie Curie Actions Program in the prevention of gender violence in adolescents through Dialogic Feminist Gatherings (DFG), the aim of study is to analyze Its transfer and impact on adolescent girls with intellectual disabilities. The DFGs are here understood as generators of a more dialogic environment for girls in general and we wonder if and how It is extended to the context of girls with disabilities. Thus, the research takes the form of a case study with a communicative approach on a DFGs. The intervention is carried out in a special school located in Valencia during the 2018–2019 and 2019–2020 academic years with a group of 19 non-mixed female students, female teachers, and the mother of one of the students. The study analyzes which are the transfer criteria to incorporate the DFGs in a special education context and what is their impact on the prevention of gender violence in girls with disabilities. The data collection techniques consist of two in-depth interviews, analysis of the field diary of 24 intervention sessions and a focus group with seven teachers. It is demonstrated that DFGs are successfully transferred to the special education context of the case study. The results show how contexts of safety, solidarity and friendship are generated which protect

  • Otros:

    Autor según el artículo: Natividad-Sancho, Laura; Rodrigues de Mello, Roseli; Soler-Gallart, Marta; Marini Braga, Fabiana
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.662241/full
    Departamento: Pedagogia
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Autor/es de la URV: Natividad-Sancho, Laura
    DOI del artículo: 10.3389/fpsyg.2021.662241
    Resumen: Adolescent gender-based violence prevention and sexuality education is a topic of current concern given the increasing numbers of violence directed at girls. International organizations indicate that one in three girls aged 15 to 19 have experienced gender-based violence in their sexual relationships that this risk may be as much as 3–4 times higher for girls with disabilities. Following the good results obtained in the research project “Free_Teen_Desire” led by the University of Cambridge and funded by the Marie Curie Actions Program in the prevention of gender violence in adolescents through Dialogic Feminist Gatherings (DFG), the aim of study is to analyze Its transfer and impact on adolescent girls with intellectual disabilities. The DFGs are here understood as generators of a more dialogic environment for girls in general and we wonder if and how It is extended to the context of girls with disabilities. Thus, the research takes the form of a case study with a communicative approach on a DFGs. The intervention is carried out in a special school located in Valencia during the 2018–2019 and 2019–2020 academic years with a group of 19 non-mixed female students, female teachers, and the mother of one of the students. The study analyzes which are the transfer criteria to incorporate the DFGs in a special education context and what is their impact on the prevention of gender violence in girls with disabilities. The data collection techniques consist of two in-depth interviews, analysis of the field diary of 24 intervention sessions and a focus group with seven teachers. It is demonstrated that DFGs are successfully transferred to the special education context of the case study. The results show how contexts of safety, solidarity and friendship are generated which protect adolescent girls with disabilities from relationships with gender violence.
    Año de publicación de la revista: 2021
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 1664-1078
    Volumen de revista: 12