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'We're as good as anybody else': a comparative study of working-class university students' experiences in England and Ireland
In: British journal of sociology of education, Band 38, Heft 3, S. 307-324
ISSN: 1465-3346
Student voices on inequalities in European higher education: challenges for theory, policy and practice in a time of change
In: Routledge research in education policy and politics
Beyond the Ghost Town? The ‘Promising Practices’ of Community-Based Initiatives in Coventry
In: Beyond the workfare stateLabour markets, equalities and human rights, S. 10-26
Understanding Participation in Learning for Non-traditional Adult Learners: Learning careers and the construction of learning identities
In: British journal of sociology of education, Band 24, Heft 1, S. 55-67
ISSN: 1465-3346
Resistance to and Transformations of Gender-Based Violence in Spanish Universities: A Communicative Evaluation of Social Impact
Researchers in many fields, especially those engaged in the study of gender-based violence, have shown an interest in using mixed designs as innovative methodological procedures to transform social realities. In this article, we introduce the "communicative evaluation of social impact" as a methodological tool to reveal the social impact achieved by a multiphase mixed methods design conducted sequentially on gender-based violence in Spanish universities. This tool shows the transformative power of mixed methods with a communicative orientation to generate new legislation, create proper conditions for reporting abuse, and establish new solidarity dynamics with and among the victims to promote violence-free universities.
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