Actualmente se está produciendo una transformación de los roles tradicionales asociados a hombres y mujeres, sin embargo, en los contextos desfavorecidos de exclusión social estas desigualdades entre hombres y mujeres sigue siendo muy notable. Este trabajo tiene como objetivo reflexionar sobre la situación de la mujer gitana en contextos desfavorecidos a lo largo de su proceso educativo, así como establecer las estrategias necesarias para favorecer el proceso educativo de estas alumnas. Para ello, aplicamos una metodología mixta basada en cuestionarios y grupos de discusión con profesorado y agentes claves de cuatro centros educativos situados en contextos de exclusión social con alto porcentaje de alumnado gitano. Los resultados obtenidos nos demuestran la percepción del profesorado y agentes claves sobre las dificultades de las alumnas gitanas en el Sistema Educativo, así como las actuaciones que se llevan a cabo desde los centros educativos para favorecer la progresión educativa de las alumnas gitanas. En cualquier caso, es importante señalar que el contexto socioeconómico determina la trayectoria educativa de las alumnas gitanas más que las características culturales, ya que muchas de las dificultades que se encuentran las alumnas están más relacionadas con los contextos de marginación social que con su cultura.

The Spanish press relayed the events that unfolded during the migratory incident that occurred in Ceuta and Melilla on 17 May 2021. Considering the media’s key role in social and ideological construction, the purpose of this article is to analyze the informative treatment that the Spanish press gave to this incident, contributing to the study of the image that is shown about the migrant population in the media. For this, the present qualitative study performed a critical analysis, using the Atlas software. Ti 8, of the discourse featuring in the newspaper publications of El País, El Mundo, La Vanguardia and ABC. The results demonstrated the following tendencies: a negative-tone discourse; the invisibility of migrant women; and a “we” vs. “them” narrative. In the light of this reality, we suggest that improvements be made, including a shift in the media’s populist discourse and a greater focus on diasporas.

Educación intercultural inclusiva. Funciones de los/as educadores/as sociales en instituciones educativas

In una società in cui i flussi migratori stanno acquisendo sempre maggiore complessità, consideriamo l’approccio intersezionale e l’analisi transnazionale i modelli teorici maggiormente adatti a svolgere uno studio approfondito di tali fenomeni. Malgrado ciò, la loro struttura richiede una revisione critica affinché, da una parte, si realizzi la piena applicabilità di questi sistemi alla ampia varietà dei contesti culturali dei quali sono portatori i migranti, e dall’altra si crei un sistema analitico integrato per articolare lo studio dei sistemi gerarchici che regolano l’accesso dei migranti nelle società d’arrivo, allo spazio transnazionale nel quale si muovono.

Ámbitos de profesionalización del educador/a social: perspectivas y complejidad (Areas of social educator professional development: perspectives and complexity)

Despite the substantial increase in the access of people with disabilities to higher education, university institutions continue to be an exclusive environment for people with intellectual disabilities. This paper aims to present a training programme for the employment and university inclusion of young people with intellectual disabilities at the Pablo de Olavide University in Seville, Spain, under the title “Training for the employment and autonomous life of people with intellectual disabilities”, which was launched in the academic year 2017–2018 and has already completed four editions. The programme includes a hybrid training system with specific university training oriented towards employment and autonomy together with inclusive training in subjects of various university degrees. The training is provided by interdisciplinary university lecturers together with support staff specialised in intervention with people with intellectual disabilities who come from experienced community associations. Other components of the experience include internships in companies, individualised academic tutoring of students, family accompaniment, and community inclusion with the use of the university residence as accommodation. Cognitive accessibility and new technologies are not lacking as supports in the process. This work shows the assessment of the fundamental actors of this experience during the four years of its development, and as a conclusion, it shows a high overall satisfaction with the programme and the radical change observed in the lives of people with intellectual disabilities after their time at the university.