LACASA DÍAZ, M.P., 2021. Youth audiovisual communication practices. Beyond the classroom. Infancias Imágenes, vol. 20, no. 1, pp. 10. ISSN 1657-9089
Youth practices are associated with very specific social and cultural contexts. This paper is framed within the context of Western, European and American societies. The groups living there are undoubtedly defined by specific traits, but also by others that they have in common, especially the fact that they participate in a global universe governed by digital instruments, in which mobility and speed of communication are paramount. I will reflect on this in these pages: I will first show what it means to live in a mobile society, and then look at the educational opportunities this offers outside the classroom: for example, how, in the communicational environments generated there, young people can learn to construct narratives or to think scientifically; also to develop multimodal languages and, finally, to realise that they live in communities with shared values.
MIGUELENA TORRADO, J., DÁVILA BALSERA, P., NAYA GARMENDIA, L.M. & GARMENDIA LARRAÑAGA, J., 2021. ARRAKASTA programa: babes-sistematik ateratzen diren gazteek unibertsitate-ikasketak aukera-berdintasunean egiteko giltza . Ekaia: Euskal Herriko Unibertsitateko zientzi eta teknologi aldizkaria, no. Extra 1, pp. 73-90. ISSN 0214-9001
The 2030 Agenda for Sustainable Development has set out the Sustainable Development Goals to be achieved within fifteen years, one of which is education. Education must be a right for everyone; it must be high-quality, inclusive, fair and provide lifelong learning opportunities. This article explains the sustainable development goal linked to education, in particular, it will address the third challenge of this goal by delving into the right to education and equal opportunities in higher education. We will use the pioneering Arrakasta programme promoted by the UPV/EHU to achieve academic success as a model. This programme creates the conditions for young people integrated into child and adolescent protection and social inclusion systems to access university and complete their higher education. This article describes the process of setting up this programme, its development and the insights of the students who participate in it. The first insights of the participants make it clear that the programme goes beyond the "shielding" of their higher education, as it generates expectations, changes the perspectives, expectations and prospects of the children, adolescents and agents covered by the protection system and, most importantly, guarantees inclusive education and equal opportunities.
SÁNCHEZ SÁNCHEZ, T. & ETOPA BITATA, M. del P., 2021.Trans* realities in adolescence. Bullying at this stage. International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, vol. 1, no. 2, pp. 155-162. ISSN 0214-9877
Adolescent trans* are an emerging reality that has gradually acquired greater relevance and visibility. However, this group is often exposed to social stigmatisation that leads to violence, discrimination and rejection. This means that transphobic bullying is a recurrent factor in the lives of adolescent trans* people. This disgraceful situation can lead to severe emotional, psychological and physical consequences for young people, which in some cases can trigger depressive and/or anxiety disorders and result in extremely serious situations such as suicide. Therefore, in this paper, we are going to conduct a case study, consisting of a sample of 16 teachers from different educational centres and 10 adolescent trans* students, which will allow us to establish the common thread of what it means for trans* students to go through this stage in educational centres, taking into account their experiences and needs through their biographical accounts. The results obtained highlight the need to address this problem in the educational sphere by taking measures and actions that promote and show diversity as a source of enrichment, thus contributing to the transformation of educational institutions.
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