Bases for the Design of Socioeducational Intervention Projects and Equality Plans
Code: 105796 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500000 Sociocultural Gender Studies | OB | 3 |
Contact
- Name:
- Mariona Massip Sabater
- Email:
- mariona.massip@uab.cat
Teachers
- Mariona Massip Sabater
- Lorena del Pilar Garrido Jimenez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
No previous requirements.
It is assumed that this subject is reached having completed and passed subjects of the degree of Sociocultural Gender Studies and that, therefore, there is a basic knowledge.
Objectives and Contextualisation
The aim of this subject is the contextual application of gender equality knowledge and theoretical approaches when designing social and educational interventions.
Principal aims:
- To identify social realities in theoretical debates, and to mobilise previous knowledge to respond to them.
- To design consultancy programs for educational institutions and laboral relations
- To design educational and laboral interventions
- To carry out a diagnosis and drawing up an equality plan in the field of labour relations.
Competences
- Advise on socio-educational action processes to promote citizen participation in equality issues.
- Apply to gender studies the methods, techniques and tools of a quantitative and qualitative nature of social research.
- Demonstrate ability to work autonomously, self-analysis and self-criticism.
- Express correctly and in a non-sexist or homophobic manner both orally and in writing.
- Identify the basic legal concepts, legislation and jurisprudence related to the rights of the collectives affected by gender inequalities.
- Propose and analyze the results of gender policies and plans of equality and equity in institutions, companies, public, private and non-governmental organizations.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Work cooperatively and energize multidisciplinary and diverse teams, assuming and respecting the role and diversity of those who make them up.
Learning Outcomes
- Analyze the applied theoretical framework and the presence or absence of the gender perspective in existing projects or experiences of psychosocial, educational and community intervention.
- Apply the fundamentals of law and legal tools to the preparation of plans and projects.
- Distinguish between facts and value judgments.
- Distinguish between theoretical and methodological assumptions.
- Identify the tools to diagnose gender intervention needs in specific contexts.
- Identify the tools to promote citizen participation in the preparation of intervention projects.
- Make valuations and corrections of your own work.
- Produce, collect and interpret empirical data in a gender sensitive manner.
- Propose the basic lines of programs, coeducational projects and equality plans from a gender perspective taking into account the target persons and the context.
- Put into practice skills to work in a team: commitment to the team, habit of collaboration, ability to promote problem solving.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Use non-sexist resources and alternatives in work spaces, education and coexistence.
Content
3.The gender perspective in school culture: relationships, methodologies, spaces and knowledge
4.The treatment of gender and social representations and relevant social problems
5.Elaboration and design of co-educational educational proposals.
6.Advise to accompany transformative and innovative proposals
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Seminar | 19.5 | 0.78 | |
| theoretical classes | 19.5 | 0.78 | |
| Type: Supervised | |||
| evaluation activities | 5 | 0.2 | |
| Type: Autonomous | |||
| Indiviadual work | 53 | 2.12 | |
| Team works | 53 | 2.12 |
Lectures are planned to be exploratives, manipulatives and theoreticals. Individual and group autonomy work will be required.
The active participation of students is required for the joint construction of knowledge.
This subject includes theoretical sessions and seminar sessions.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Co-educative training design, implementation and evaluation (G) | 35% | 0 | 0 | 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 14 |
| Individual work (I) | 25% | 0 | 0 | 1, 2, 3, 4, 5, 7, 8, 11, 12, 13, 14 |
| Seminar Activities (I) | 15% | 0 | 0 | 5, 7, 9, 10, 11, 12, 14 |
| Team work and oral presentation on the areas and contents of an equality plan (G) | 25% | 0 | 0 | 1, 2, 10, 11, 12, 14 |
Planting and Evaluation Criteria
The evaluation will give students and teachers the necessary information to guide the teaching and learning process, so they must show the possible paths to achieve objectives and competencies, as well as the actions aimed at achieving them. In the same way it must show what are the conditions to be accredited in the subject.
It is essential to attend 80% of the sessions, which include both large group classes and seminars to pass.
The evaluation will be usually carried out in the schedule of the subject; in the case of the implementation of the co-educational training, the schedule will be specified depending on the compatibility with the group formed.
Following the same philosophy that sura in the didactic system that is promoted in the subject, reflection will be promoted at all times. On more than one occasion, students will be asked to self-value and/or value the work of their peers.
The evaluation of the subject will be carried out throughout the academic year through the activities shown in the grid below.
In order to pass the subject it is essential to have passed the evaluation activities.
The grades of each of the evaluation tests will be returned within 21 days of their delivery. The student who wants to review the note must do so within 10 days after its publication in the tutorial hours that the teacher has established for this subject and that is included in the program of the same.
In the event that the tests cannot be done in person, their format (maintaining their weighting) will be adapted to the possibilities offered by the UAB's virtual tools. Homework, activities and participation in class will be done through forums, wikis and/or discussion of exercises through Teams, etc. The teacher will ensure that the student can access it or offer alternative means,which are within their reach.
In the event that the student commits any irregularity that may lead to a significant variation in the grade of an evaluation act, this evaluation act will be graded with 0, regardless of the disciplinary process that may be instructed. In the event of several irregularities in the evaluation acts of the same subject, the final grade of this subject will be 0.
Not evaluable
According to point 9 of article 266 of the Academic Regulations of the UAB, when it is considered that the student has not been able to provide sufficient evidence of evaluation, this subject must be classified as non-evaluable. In this case, a person who has not met the minimum required attendance will be considered "not evaluable" and who has not presented, at least, the group work of the co-evaluating training and the individual work of the equality plans.
Single assessment
The single evaluation will consist of an exam of the contents of both parts of the subject (50%) and an individual work for each part (25% each). The works will be done on the same date of the exam.
Bibliography
Bibliography Intervención socioeducativa
Agud, Ingrid et al. (2020). Perspectiva de gènere en l'educació. Marc conceptual. Universitat Autònoma de Barcelona.
Díez Bedmar, MªConsuelo (2013). Indicadores para el seguimiento y la evaluación de la perspectiva de género en proyectos educativos de ciencias sociales: una apuesta real por la calidad. A J. Pagès Blanch i A. Santisteban Fernández (eds.). Una mirada al pasado y un proyecto al futuro. Investigación e innovación en didáctica de las ciencias sociales (V.II). (pp.45-51). Bellaterra: AUPDCS i Universitat Autònoma de Barcelona
Diputació de Barcelona (2021). La coeducació: clau per a l'èxit educatiu. D28_Coeducacio_clau_dexit.pdf (filalagulla.org)Hooks, Bel (1994). Teaching to transgress: education as a practice of freedom. New York: Routledge.
Garcés, Marina (2021). Escola d'aprenents. Galàxia Gutenberg
hooks, bell (1994). Teaching to transgress. Capitán Swing
Massip Sabater, Mariona i Sant, Edda (2022). Gendering Citizenship Education. Feminist-Relational approaches on political education. REIDICS, 13.
Subirats Martori, Marina (2017). Coeducación, apuesta por la libertad. Madrid: Octaedro.
Bibliography Planes de Igualtat
BALLESTEROSDONCEL, Esmeralda (2010). “Condiciones de posibilidad de los Planes de Igualdad como política de promoción de la equidad en el ámbito laboral”, Cuadernos de Relaciones Laborales, 28.
BODELÓN, Encarna; IGAREDA, Noelia (2011) Los Planes de Igualdad en tiempos de crisis: problemas de aplicación y carencias conceptuales. Editorial Dykinson, Madrid.
Consejo General del Poder Judicial (VVAA). (2011). Estudio sobre la aplicación de la ley orgánica 3/2007, de 22 de marzo, para la igualdad efectiva de mujeres y hombres. Edición del Centre d’Estudis Juridics i Formacio Especialitzada. Barcelona. http://www.poderjudicial.es/portal/site/cgpj/menuitem.0cb0942ae6fbda1c1ef62232dc432ea0/?vgnextoid=4e18b5c4f2216310VgnVCM1000006f48ac0aRCRD&vgnextchannel=3a20f20408619210VgnVCM100000cb34e20aRCRD&vgnextfmt=defa ult#bottom
GALA, Carolina (2007). “Los aspectos de Seguridad Social de la Ley Orgánica para la igualdad”, Iuslabor 2/2007. http://www.raco.cat/index.php/IUSLabor/article/view/72321/82557
GALA, Carolina (2010): “Nuevos contenidos de las Leyes de Igualdad: la responsabilidad social empresarial como nuevo instrumento de intervención “ en Heim, Daniela; Bodelón, Encarna (coord..) en Derecho, género e igualdad: cambios en las estructuras jurídicas androcéntricas. http://158.109.129.18/centreantigona/docs/VOL1.pdf
GARRIDO, Lorena. (2010) “Los Planes de igualdad en las empresas y su desarrollo en momentos de crisis”; en Espuny, Mª Jesús y Paz, Olga. “Crisis y Ocupación”. Editorial Juan Bosch, p.373-412.
GARRIDO, Lorena (2010). “Los planes de igualdad en las empresas: hacia un instrumento de aplicación y tutela del derecho fundamental a la igualdad sustantiva”; en Heim, Daniela i Bodelón, Encarna. (coord.): Derecho, género e igualdad. Cambios en las estructuras jurídicas androcéntricas. Volumen I, Ed. Grupo Antígona, UAB, p. 141-154. http://158.109.129.18/centreantigona/docs/VOL1.pdf
LOUSADA AROCHENA, José Fernando (2008) (Coord) “El principio de igualdad en la Negociación Colectiva”. Ministerio del Trabajo e inmigración, Colección informes y estudios Nº 85. http://www.igualdadenlaempresa.es/enlaces/webgrafia/docs/el-principio-de-igualdad-en-la-negociacion-colectiva.pdf
PÉREZ DEL RÍO, Teresa. (2007). “La Ley Orgánica de Igualdad Efectiva entre Mujeres y Hombres: aproximación para el debate”. Revista de Derecho Social (pàg. 223-250).
PÉREZ DEL RÍO, Teresa. (2010). “La Ley Orgánica 3/2007 para la igualdad efectiva entre mujeres y hombres”. http://www.juntadeandalucia.es/empleo/carl/boletin/numero9/boletin_acrl_9-
PÉREZ DEL RÍO, Teresa (2009). “Guía de negociación colectiva sobre la discriminación por razón de género en el empleo y las condiciones de trabajo, la igualdad retributiva y la violencia de género”. Consejo Andaluz de Relaciones Laborales. http://www.juntadeandalucia.es/empleo/carl/portal/c/document_library/get_file?uuid=7145df2d-4c31-4f30-a8f6-12950d721e0f&groupId=10128
VALDÉS DAL-RÉ (coord.) (2010). “El análisis de las materias relacionadas con la igualdad de género en los planes de igualdad” en http://www.ugt.es/actualidad/2011/mayo/jor-informe_2.pdf
Software
TEAMS
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 11 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 12 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 13 | Catalan/Spanish | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |