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This paper aims to show, based on the results of a questionnaire applied in May 2020, the conditions in which the female students of a unit of the National Pedagogical University (UPN) in Mexico City have continued their studies during the Covid-19 pandemic. The concept of intersectionality allows us to show that the social and economic disadvantages (job insecurity, unpaid work, economic dependence) in which the students lived before the pandemic intensified, particularly for those who work in the education sector, since they had to add to the tasks they were already performing working from home and caring for people within the home (triple burden). Given this situation, it is suggested to develop strategies focused on women in the education sector (particularly those who are still in training), so that the pandemic and the eventual return to the classroom do not result in work overload and worsening of their working conditions. [ABSTRACT FROM AUTHOR]

This paper presents the state of the knowledge of the right to higher education in migratory contexts, especially that of Mexican and Latino migrants in the United States of America. The literature review sets the scientific production on the dreamers' movement related to the DREAM Act (2000) and the Deferred Action for Childhood Arrivals (DACA) of 2012. The analyzed information helps to building meta categories and emerging categories and recovers theoretical- methodological findings such as political discourse analysis, the contextual narrative of struggle and resistance, the Critical Race Theory and Latcrit, collective participation for social transformation, and social movements as a sociological theory of migrant organization and empowerment. The literature review reveals scientific production as an emerging field and interest, mostly in North American researchers. It is noticeable that the research contributions impact the social, political, cultural, and legal aspects that make it possible to enforce the right to education of migrants without documents. [ABSTRACT FROM AUTHOR]

This paper presents the intercultural and technological experiences of 18 bachelor students during their academic stay at the University of Veracruz when the coronavirus pandemic started. The Mexican federal government urged educational institutions to adopt social distancing measures as the main action to stop the spread of the virus, which resulted in a lockdown and the cancellation of all gatherings, including classes, tutoring, and academic meetings. The University of Veracruz timely reacted with a contingency plan with the health of the community as a target: the students had to keep up with their activities from houses throughout digital media. From the beginning of the lockdown until the end of the semester on July 17th, 2020, practically all academic work was held in digital platforms and spaces, altering the immersive experience mobility students were expecting. It concludes with the suggestion of re-establishing the educational internationalization from home as an alternative and complement of the immersive academic mobility. [ABSTRACT FROM AUTHOR]

Youth constitutes a priority subject of rights. In addition to being one of these, higher education is a precious public good that can favor their transition to adult life, citizenship, and the world of work. The most unequal region on the planet is a favorable ground for reflecting on how to think justice regarding the possibility of fully exercising this right. This article recovers the Latin American academic production of the last 20 years on justice in higher education, based on a search in Scielo and Google Scholar. From the review of the 50 selected articles, this paper reconstructs the approach to the notions of justice, equality, equity, and inclusion. It recovers the differentiated treatment for different groups that experience school or social exclusion and proposals to contribute research and intervention. It recognizes a prolific and diversified field, which focuses the question of justice in reduced areas within the institutions or state policies and leaves aside more substantive aspects such as the recognition of the common, and power in dialogue and the construction of mutual ends among those who advocate justice. [ABSTRACT FROM AUTHOR]

This paper presents the results of the first phase of one research carried out through semi-structured interviews which were carried out with 53 alumni of Jesuit colleges of Mexico City, Puebla, León, Torreón and Tijuana, in order to get their opinion about their college education from the humanistic and social point of view, specifically in the humanistic core courses, with the aim of exploring whether, despite the differences in schools, careers, and generations, it was possible to detect constant perceptions so one can design later a closed options questionnaire to be applied to a much larger sample of subjects. The results, which were obtained from the analysis, categorization, and interpretation of the answers, highlight the clear awareness of the graduates of having received a quality education regarding interdisciplinary vision, personal development, critical thinking, entrepreneurship, and social commitment. All these elements constitute the sense of the humanistic formation, so it is possible to affirm that the message of the Christian-inspired humanism has been able to permeate despite the differences of schools, careers, and generations. The centrality and importance of the figure of the teacher as a critical factor in quality education is also highlighted, and it is recommended to put particular emphasis on teacher training to achieve the aims of education that alumni identify as the essence of Ibero. [ABSTRACT FROM AUTHOR]

Educational models proposed in the last three decades have adopted a student and learning centered approach. In this context, it is worth asking how institutions of higher education apply such models, particularly in a context such as Mexican, where the educational system is highly bureaucratic and focused on efficiency, not on people and closely linked to the political system. The aim of this paper is to show the way a School applied the educational model, which was taken by the university it belongs to as the actual model. Moreover, the purpose is to show how the model is translated in concrete actions adapted to its own context; involving not only teaching and learning activities, but also the school management itself. The research is exploratory, documentary and supported by the case study design. The findings indicate firstly, that the actions taken went beyond the scope of curriculum and covered the different areas of work of the school, becoming a case of interest in the Mexican context (and perhaps Latin American) because a general education model was applied in a comprehensive and contextualized way, achieving an own institutional management model. [ABSTRACT FROM AUTHOR]