Article publication at Qualitative Inquiry, 2Q JCR

Pulido, C., Elboj, C., Campdepadrós, R., & Cabré, J. (2014). Exclusionary and transformative dimensions: Communicative analysisenhancing solidarity among women to overcome gender violence. Qualitative Inquiry, 20(7), 889-894. ISSN: 1552-7565. Indexed at JCR: 2 quartil Social Sciences. Impact Factor: 0,738.

Abstract: 

Rivalry and lack of solidarity among women, which exist in the social imaginary and are also reproduced in some research, are linked to the perpetuation of gender violence. The analysis of qualitative data collection in research on gender violence is essential to prevent the reproduction of stereotypes and to induce transformation through research. This article is focused on the communicative analysis, which identifies for each category analyzed an exclusionary dimension (that promotes gender violence) and a transformative one (that contributes to preventive socialization of gender violence). Although in our studies we identify rivalry among women as an element of the exclusionary dimension, at the same time, we identify solidarity among women as an element of the transformative dimension. This solidarity breaks with stereotypes of “natural” female rivalry and stands out as one key element to overcome gender violence.

Keywords: exclusionary and transformative dimensions, communicative analysis, solidarity, overcome gender violence

Article publication at International Review of Qualitative Research

Petreñas, C., Puigdellívol, I., & Campdepadrós, R. (2013). From educational segregation to transformative inclusion. International Review of Qualitative Research, 6(2), 210-225. ISSN 1940-8447.2011. Indexed at Educational Research Abstracts Online.

Abstract:

Recent studies conducted in Europe using communicative methodology highlight that different ways of grouping students has a direct effect on their academic output. This article analyzes how said research methodology identifies and analyzes those student groupings that provide greater academic success and improve classroom coexistence at Spanish educational centers. Said methodology entails all of the research participants—researchers, teachers, families, and students—reflecting on the consequences of streaming, mixture, and inclusion for student academic achievement. Following this, our conclusions are compared with the policies and educational practices implemented in Spanish schools, which are not based on scientific knowledge and do not usually lead to academic success. Finally, recommendations are presented for future educational policies with the aim of providing an alternative for teachers and educational managers that would substantially improve student academic success.

Keywords: Communicative methodology of research, educational segregation, streaming, social exclusion, inclusion, INCLUD-ED, MIXTRIN