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Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Educación en Ingeniería is the property of Asociacion Colombiana de Facultades de Ingenieria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research examines how educational and socioeconomic inequalities are articulated and manifested in the urban space of the population of Bahía Blanca, Argentina. It also analyzes the unequal spatial distribution of families' educational, economic and cultural capital and its influence on young people's educational trajectories in terms of access, persistence and progression. A methodological strategy combining different quantitative techniques and using a primary, up-to-date, representative source of information for the whole city was used. The results obtained suggest that the fragmentation of urban space both reflects and contributes to the production and persistence of unequal educational and social opportunities for young people. [ABSTRACT FROM AUTHOR]

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Ciencias Sociales Interdisciplinares is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article titled "Education in the University: Inhabiting the Urgencies of the Plot that Sustains Us" is an editorial written by María Graciela Di Franco and published in the journal Praxis Educativa. The article addresses the importance of rethinking the relationships between education and society, as well as the need to achieve a fair and equitable education. Two conceptions of social justice are discussed: equality of opportunities and equality of positions. The importance of educational policy as public policy is highlighted, and academics and activists are urged to work together to produce transformations in society. [Extracted from the article]

The educational policies of the last decades in Argentina have profoundly modified the system, the population and the expectations and demands towards education. In this framework, the choice of secondary school appears as an extremely important aspect in the processes of socio-educational inequality. This article is based on two qualitative research projects on school choice and family strategies in lower and upper class contexts respectively in the city of Córdoba. The results allow us to refute some assumptions of the academic tradition, such as the assumption that lower class families do not choose or that upper class families have all the options. We identify that choice is differentially signified according to social class and involves strategies of sounding, prioritizing and choosing in order to shorten the distance between what is possible and what is desired. [ABSTRACT FROM AUTHOR]

This essay proposes re-imagining fundamental elements of the agroecological approach as contributions to formal education, particularly in post-colonial societies, to promote the installation of educational and pedagogical practices of epistemic justice in the framework of the current global Agenda for Sustainable Development and Climate Change Education. As contextualisation, we present a general discussion on the conditions of injustice within the historical development of formal education as a reproductive device of the modern Eurocentric project, considering its implications for the shared goal of achieving educational equity. We analyse two interpretations of this goal, one from a compensatory viewpoint and the other from a perspective of epistemic justice and discuss the consequences of both interpretations for thinking about educational systems, as well as for achieving justice for the students who participate in them. Considering the connections between the latter perspective and the global agreements on sustainability framed in the 2030 Agenda for Sustainable Development, we explore the theoretical, epistemological and methodological contributions of agroecology, identifying some elements of its transdisciplinary and intercultural approach, which could be operationalised by educational communities to redefine the usual relationships between educational institutions and students' communities, as a strategy to move towards a way of formal education that promotes epistemic justice. [ABSTRACT FROM AUTHOR]

Astronomer Edwin Hubble discovered that galaxies are constantly moving away from each other. In Argentina, educational differences between public and private schools are also permanently increasing. This qualitative study is based on interviews with teachers and principals of primary schools about the use of technology post-pandemic. Significant differences were found between educational sectors, marked by students’ socioeconomic situation. While private institutions adopted and maintained recent technologies, public ones discontinued their use, confirming the digital divide during the pandemic and increasing inter-sector educational segregation. [ABSTRACT FROM AUTHOR]

Copyright of Politica y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Miradas is the property of Universidad Tecnologica de Pereira and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article highlights the importance of the Mexican Council for Educational Research (COMIE) in strengthening and developing educational research in Mexico. COMIE has organized 16 national congresses since 1981, which have served as spaces for reflection, knowledge exchange, and training for researchers and students. These congresses have contributed to the dissemination and expansion of the field of educational research, as well as the creation of networks and collaborations among researchers. Additionally, they have been a source of income for the non-profit association and have allowed for the impact of educational research on the development of public policies and educational strategies. [Extracted from the article]

The article "BETWEEN EDUCATIONAL RESEARCH AND GOVERNMENT POLICY: 30 years of encounters, disagreements, and challenges" from the Mexican Journal of Educational Research, talks about the Mexican Council of Educational Research (COMIE) and its importance in promoting quality educational research in Mexico. COMIE was founded in 1993 and is composed of 720 researchers from 202 institutions in 30 federal states. COMIE has carried out various actions and products, such as organizing congresses and publishing the Mexican Journal of Educational Research. Additionally, it has contributed to the training of researchers and the debate on educational problems in Mexico. The article also mentions the political transition stage in 2018 and the educational reform process that has been carried out since then. The article discusses the progress and challenges in democracy and economic development in Mexico. It mentions that despite the progress in political alternation, the country still faces problems of inequality, poverty, corruption, and violence. The importance of education is highlighted as a transformative process that promotes reflection, creativity, and skill development. However, it is pointed out that educational reforms have not managed to make diversity and students' interests visible, and that there are still challenges in basic and upper secondary education. The need to build paths that promote educational equity and the country's development is raised. The article emphasizes the importance of guaranteeing good quality educational opportunities for all children and young people in Mexico, regardless of their social and economic background. The need to analyze and intervene in students' educational trajectories to ensure successful transitions is also recognized. The fundamental role of educators in shaping the new generations is acknowledged, and there is a call to strengthen the institutional governance of the educational system. Additionally, there is a call to increase public resources allocated to education as a strategy to combat social inequality and improve the living conditions of Mexicans. The importance of promoting diversity, tolerance, and equity in all areas of education and society is emphasized. [Extracted from the article]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Crítica de Relaciones de Trabajo, Laborum is the property of Ediciones Laborum S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The inclusion of people with disabilities is a right of all within the Ecuadorian education system whose main purpose is to address the high rates of exclusion, discrimination and educational inequality, which is often a challenge for schools at all levels of education, a reality that becomes a challenge for their educational community in general. The objective of this research was to determine how inclusive processes are being developed in educational institutions, it was carried out in an educational institution in the city of Cuenca-Ecuador, through the analysis of three dimensions on which the index for inclusion is based, which are: establishing inclusive policies, developing inclusive practices and creating inclusive policies. Interviews were conducted in a focus group and questionnaires were given to authorities, teachers, parents and students of the educational institution. The information obtained is presented and analyzed to establish conclusions and recommendations, to finally provide an innovative proposal that allows the implementation of strategies or models that favor educational inclusion processes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to promote critical pedagogy and social justice as an educational approach to address inequalities in education. It was carried out under a quantitative approach and a descriptive methodology. The research was conducted with 20 students belonging to the Andrés Bello School in Peru, where critical pedagogy, social justice critical reflection, equity and inclusion were studied as central variables of the study within an educational environment with equal opportunities and respect for diversity. In conclusion, it was determined that critical pedagogy is based on a reflective approach that seeks to empower students, develop their critical awareness and promote their active participation in the transformation of society while social justice, in turn, seeks to ensure equal opportunities for all individuals, regardless of their social, economic or cultural background. [ABSTRACT FROM AUTHOR]

This study analyzes the perception of the faculty of a public university in Mexico in the process of educational inclusion of high school and higher education students with disabilities and neurodiverse. A descriptive qualitative methodology based on discourse analysis through focus groups has been used. The results highlight actions that facilitate inclusion such as architectural adaptations, adapted technology support, guidance and advice. However, barriers that limit learning and participation focused on the training, guidance and updating of teaching staff are also identified, as well as unfavorable attitudes of the university community towards students with disabilities. It is concluded that inclusive education is the main challenge of Higher Education Institutions to guarantee not only access, permanence and graduation; but the quality, equity and educational equality as a constitutional right of any person. [ABSTRACT FROM AUTHOR]

The study addresses the analysis of the human body images in the Libros de Texto Gratuitos (LTG) used in second grade of Mexico's elementary education from an intersectionality gender perspective. The main objective is to describe the characteristics of the human bodies in the graphic resources in LTG using a sequential mixed methodology integrated by a quantitative and a qualitative phase. The unit of study is the human characters that appear in the images of the textbooks. The results show that the representation of young bodies of white racialization is predominant, while representations of elderly women of indigenous racialization and afro-descendants as well as people with functional diversity, are not represented at all. The patriarchal family model continues to be maintained, as well as gender roles and stereotypes. Although significant advances were also found, new challenges arise from this study to formulate changes in favor of inclusion in the social, cultural and educational spheres to achieve education with equity. [ABSTRACT FROM AUTHOR]

The statistical effect of socioeconomic origin on unequal educational achievement is decomposed into three dimensions in the family of origin: income, educational level, and the occupation of the head of the household. The objective of this study is to determine the weight of each factor in educational inequality, for various transitions and cohorts. To complete the analysis, the Shapley-Shorrocks decomposition method was used, based on linear and logit regression coefficients. The results show predominant educational inequality in household income, followed by the educational level. However, over time, the effect of income decreases, while the relative weight of the educational level increases. This finding would indicate a strengthening of the reproduction mechanisms of inequalities based on the families' educational capital. [ABSTRACT FROM AUTHOR]

The objective of this article is to analyze the impact of education in an emergency situation, among transnational students who experienced precarious school (re)enrollment before the COVID-19 emergency in Oaxaca, Mexico, and who are members of families separated by deportation. The results were obtained at a critical time of the pandemic in the United States and Mexico (September 2020-March 2021). The study's methodology included interviews conducted on the Meet platform and by cell phone, as well as observations posted to online teaching platforms and WhatsApp groups. The results point to ongoing, worsening educational inequalities and the appearance of new inequalities. They reveal a continuum of educational inequalities that transcend the emergency situation, demonstrating that the educational challenges of transnational students do not respond to a specific crisis but to a structural problem. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The crisis generated by the Covid-19 pandemic forced the organization of non-face-to-face educational alternatives; a situation that in Technical Education affected one of its central axes: learning from practice. This forced the generation of new strategies to sustain the activities of workshops and professionalizing practices. This article aims to examine how previous and emerging inequalities, linked to territorial heterogeneities, to the governance of the system and to the implementation of practices, configured different scenarios for the deployment of policies and strategies at the level of jurisdictions during the pandemic crisis. Based on an investigation focused on the testimonies of jurisdictional referents of Technical and Vocational Education and on secondary descriptive data, different regions of the country are contrasted. The article shows the way in which the aforementioned heterogeneities are themselves the conditions of possibility to face the pandemic crisis and, therefore, the capacity to mitigate or not, its effects on the continuity of education. [ABSTRACT FROM AUTHOR]

The article analyzes the structural challenges of higher education in Mexico in the face of the Covid-19 pandemic. It highlights the socioeconomic asymmetry in the Mexican educational system and the need for reorganization and restructuring. It also addresses the vulnerability of the educational system and its impact on the global crisis, as well as the importance of coordination and cooperation to achieve progress in the field. The socioeconomic obstacle in education and its relationship with poverty and inequality in Mexico are emphasized. The article addresses the restructuring of teaching practices and habits during the Covid-19 pandemic in Mexico. It highlights that educational institutions had to adapt to social distancing and confinement, which generated difficulties related to the use of information and communication technologies. It is mentioned that the lack of technological resources and connectivity has affected the continuity of online education, especially for those with limited economic resources. Additionally, the article highlights the inequality and social exclusion that have worsened during the pandemic. The article reflects on the need to address these issues from different approaches and emphasizes the importance of reducing socioeconomic asymmetries in the educational system. The article addresses the importance of active participation in the educational system and how internal and external circumstances affect the commitment of students, teachers, parents, and educational institutions. It is mentioned that meeting basic needs is fundamental to continue in the educational system. It is highlighted that during the second quarter of 2022, there was an increase in economic activity for men and women compared to the same period of the previous year. However, there are difficulties such as low wages, informality, and inflation, which affect school attendance and educational expenses. It is also mentioned that the pandemic has accentuated educational inequalities at the national level and has led to the interruption of educational trajectories throughout Mexico. The need to find alternatives to continue educating without compromising learning and socioemotional stability of teachers and students is proposed. Additionally, the importance of critical self-evaluation and the design of solid educational strategies to benefit university students and the educational system as a whole is emphasized. The pandemic has led to the hybridization of educational models and the need to reconsider the way of educating without compromising content. The article addresses the challenges and necessary changes in the Mexican educational system due to the pandemic. It highlights the importance of universities being at the forefront and carrying out transformations and modernizations to build resilient foundations. The need to support tertiary institutions in research and innovation, strengthen critical thinking, and promote transdisciplinary studies is mentioned. The importance of considering knowledge exchange and making equitable decisions in any field is also emphasized. It is mentioned that the Ministry of Public Education (SEP) has the challenge of evaluating the effects of the pandemic on education and proposing scenarios that strengthen the educational system. The need to improve living conditions and promote equality, equity, and inclusion in education is highlighted. The importance of redefining the strategies of higher education institutions and improving physical and technological infrastructure is mentioned. The importance of working collaboratively between institutions and civil society to strengthen education in Mexico is emphasized. The document presents a list of bibliographic references related to education in Mexico. It includes links to reports, studies, and publications on various aspects of education in the country, such as educational inequality, the impact of the Covid-19 pandemic on students, and the role of technology in education. [Extracted from the article]

This research seeks to estimate the magnitude of school segregation by socioeconomic level in Mexico's elementary and secondary schools. For this purpose, microdata from Mexico's National Plan for Learning Assessment (Planea) in 2017 and 2018 has been used. The estimation of segregation was based on dissimilarity indexes, Gorard’s segregation index, Hutchens' square root index, and the isolation index. The results, consistent with international research, show high segregation for Mexico as a whole, to a greater degree among students from families with fewer resources, and among secondary students in comparison with elementary school students. In addition, major differences were found among states, with Chiapas and Oaxaca showing high segregation, and Estado de Mexico and Tlaxcala, low segregation. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article "Audiovisuals, sociocultural inequalities, and education" analyzes the role of audiovisual technologies in the increase of sociocultural inequalities in education. The author highlights the importance of combining digital literacy with cultural studies and the aesthetic reception of artistic languages. The book presents a multi-year curriculum implemented in schools that has increased students' motivation, autonomy, and critical thinking. It also focuses on the personal and professional development of teachers through the use of audiovisual languages. Overall, the book offers feasible solutions to address the digital divide in classrooms and promote the professional development of teachers. [Extracted from the article]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The field of didactics, as an object of analysis and discussion, expands from the novel mediations and modes of knowledge construction that are intertwined with emerging practices and subjectivities. This article presents the need to recognize the way in which didactic expansions in networks, platforms and devices transform the educational experience and invite to inhabit immersive processes in heterogeneous cultural fabrics. The tensions that occur in the designs that involve the amplifications of teaching practices in collective constructions are addressed and considers the approaches of multiple languages, as well as alternative times and spaces for teaching and learning. It is proposed to give rise to the possibility of recognizing new arrangements and counter-hegemonic perspectives of didactics that discuss with traditions, with the motions that are imposed with a normative claim and with the omissions that veil differences, inequalities and exclusions. [ABSTRACT FROM AUTHOR]

In the complex society that we live in, we find a range of cultural and educational inequalities in the context of technological society, situated in the era of “globalization”. Phenomena that offer us a suitable field for sociological reflection to understand the scope of cyberculture. Given the success exhibited in the mass media and academic media of new technologies and the Internet, and with the digital age that is imposed, it is worth raising some of the issues involved in culture, socialization, education, and sociocultural relations, which condition our daily life, acting as elements of pressure and control to adapt to the late modern rhythm of life. Methodologically it is a theoretical work of sociological reflection on the sociocultural and educational consequences for the late modern society of cyberculture, without overcoming modernity, bearing in mind the approaches of Pierre Lévy, Manuel Castells, Zygmunt Bauman, Renato Ortiz, N. Negroponte, Han Byung-Chul, Alejandro Grimson, Saskia Sassen, among others. [ABSTRACT FROM AUTHOR]