Arianna Sala

La equidad de género en educación : análisis y descripción de buenas prácticas educativas

This paper shows the results derived from a research project subsidized by the Andalusia Government in public call (BOJA 11/04/2007) aimed at designing virtual resources for coeducation and at analyzing good practices for coeducation. The aim of this paper is to describe and analyze a variety of best coeducational practices carry out in different scholar context in Andalusia. Furthermore, it is intend to present a system of indicators that was useful to the analysis of best coeducational practices. For that, we use a qualitative methodology of ethnographic type, applying interviews, group discussions and observation. That methodology is based on theoretical proposal of Doing Gender (Crawford and Chaffin, 1997) and in contributions about best practices analysis (Epper y Bates, 2004; Escudero, 2009). We analyze 8 coeducational practices developed in each school in Andalusia. The results show a rich variety of educational practices linked to main themes of the Plan for Equal Opportunities between men and women in Education of Andalusia expressing in varied contents (sexuality, language, co-responsibility…) as well as diverse social and educational environment. In depth analysis reveals us two factors of special relevance for the success and sustainability of practices: positive attitude and involvement of the educational community (teachers, parents, and administrators of school) and synergy between school and others institutions of the social environment in join activities. Therefore, these findings allow us to emphasize the key role that the Plan for Equal Opportunities between men and women is playing in Andalusia to promote best practices through the teachers in charge of coeducation in schools as encouraging of them. On the other hand, we highlight as factors that conditioning the developing and sustainability of practices throughout time: coordination between educational stages and cycles, to further this work, staff’s stability and coordinated work within educational community.

The narrative construction of Lesbian identity: A study using Bruner's self-indicators

Starting from a narrative conception of identity, in this paper, we present a description of the process of construction of lesbian identity by applying Bruners indicators of selfhood. Our main goal is to analyze the personal process of (re)construction of lesbian identity and its connection with socio-cultural context. The autobiographical narratives of eight (8) lesbian women were analyzed and categorized in accordance with a model that describes the construction of homosexual identity in three phases: before Self-definition, Self-definition, and after Self-definition. The analysis conducted allowed us to describe, in an integrated and coherent way, the process that led the participants to a dialogical and personal position in the flow of social discourses about homosexuality they are involved in.