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La figura de la mujer en el mundo de la tecnología ha ido creciendo poco a poco en las últimas décadas, reflejándose esta circunstancia en las publicaciones derivadas de sus trabajos tanto teóricos como investigadores. El presente artículo muestra la presencia del género femenino en la publicación de artículos realizados en la revista Píxel-Bit, Revista de Medios y Educación, a lo largo de sus 38 números de edición. Para la realización del mismo se ha empleado un sistema categorial, previamente elaborado y validado por expertos relacionados con las Tecnologías de la Información y la Comunicación y Metodología de Investigación. Con él, fueron codificados la totalidad de los artículos publicados. Realizándose a continuación un análisis descriptivo: univariante y relacional. Los principales resultados indican una constante presencia femenina en la autoría de los artículos, que abordan formatos de publicación tanto de reflexión como de investigación. Destacando el porcentaje de artículos de investigación realizados sobre la Aplicación de las TIC en la Universidad, encontrándose a continuación la formación del profesorado y la teleformación/e-learning.The role of women in the academic field of Technology has gradually increased in the last decades. Proof of this argument is the publication of research and theoretical work carried out by women. This paper acknowledges the presence of women in published papers in the journal Píxel-Bit, Revista de Medios de Comunicación, throughout its 38 numbers. To this aim, we have employed a categorical system, previously designed and validated by experts in ICT and Research Methodology. This system was used to encode the already published papers. Then, we conducted a descriptive analysis: monovariant and relational. The analysis of results shows a constant presence of female authors in reflection and research papers. We have also found out that there is a high percentage of women-written papers dealing with ICT use in higher education contexts, followed by teacher training and e-learning.

El presente trabajo analiza las condiciones y costes del transporte terrestre en tiempos de Felipe II en el ámbito de las relaciones comerciales entre Castilla y el espacio atlántico septentrional, a partir de la información proporcionada por las cartas comerciales del mercader Simón Ruiz. Los datos nos indican que las dificultades geográficas no fueron tan determinantes para el tráfico a través de la Cordillera Cantábrica como se había pensado hasta ahora. El artículo también aborda la cuestión de los costes que comportaban las operaciones de traslado de mercancías desde los puertos a los mercados del interior peninsular. Las fuentes nos permiten un detallado análisis de los mismos así como un cálculo de su cuantía en proporción a la suma total de la operación, relativizando la importancia de los mismos, lo que favorecería los traslados de mercancías por vía terrestre para distancias relativamente grandes.This paper analyzes the conditions and cost of ground transportation in times of Felipe II in the field of commercial between Castile and the North Atlantic area, based on information provided by the business letters belonging the merchant Simón Ruiz. The data indicate that the geographical difficulties were not as decisive for the traffic through the Cantabrian Mountains range as it had been thought so far. The article also deals with the subject of the costs that moving goods from ports to inland markets entailed. The sources make it possible a detailed analysis of those cost as well as an estimate of the amount in proportion to the total sum of the operation, giving less importance to them, which would help ground transportation of goods for relatively long distances.

Durante los años 1853 y 1854 surgió una ola de huelgas en varios distritos industriales de Inglaterra, especialmente en los sectores textiles de Lancashire y Manchester. Este ciclo de luchas, que pugnaba principalmente por un aumento de los salarios, fue visto por Ernest Jones y el movimiento Cartista como una oportunidad para organizar una asociación obrera a escala nacional. Karl Marx, que compartía la visión de los cartistas, analizó el movimiento desde el New York Tribune, brindando apoyo a la iniciativa a la que dio lugar: el Parlamento Obrero. A continuación, se ofrece la traducción de cuatro textos periodísticos que Marx publicó en apoyo a la institución obrera –la mayoría inéditos en español–, seguidos de «Las luchas por la organización obrera en la época victoriana (1853-1854)», un estudio crítico sobre el ciclo de huelgas y las expectativas de organización obrera durante aquellos años, donde se defiende que este fallido intento de organización constituye un precedente de la sección británica de la Asociación Internacional de Trabajadores. La traducción y edición de los textos de Marx, y el estudio crítico que los acompaña, han sido realizados por Mario Espinoza Pino (Universidad de Granada).

En español: A lo largo del tiempo, con los profundos cambios en la enseñanza e investigación provenientes de los avances tecnológicos, y sobre todo por el valor creciente de la educación superior y de la investigación científica, hay intensas controversias alrededor del viejo y gastado lema "publicar o morir”. Cada vez más, tutores o directores de tesis y monografías académicas en general, se colocan como primer autor o coautor de los trabajos realizados por sus alumnos, utilizando el argumento de que la autoría, como actividad y proceso, sufre ella misma intensas mutaciones sociales, culturales, económicas y políticas. Este es un tema que despierta discusiones y conduce a cambios conceptuales que requieren la reconstrucción de sus fundamentos, ya que con respecto de la cuestión ética, debe tenerse en cuenta.In english: Over time, with the profound changes in the learning and in research provided by technological advances, and especially because of the extreme value of higher education and scientific research, there is an intense discussion around the old and worn slogan "publish or perish". Increasingly, mentors or directors of thesis and university papers, en general, put themselves as first author or coauthor of work performed by their students, by the argument that the author, as activity and process, suffers herself social, cultural, economic and political mutations. This is a topic that arouses controversy and leads to conceptual changes, which require the deconstruction of its foundations, which, however, must respect the ethic behaviour.

This paper tackles the question of in which sense, if any, educational theory should be considered as ‘political’. From a pragmatist perspective it evaluates three meanings of the term: first, the political as an exception, such as Rancière’s interruption of the existing order, and second, the political as something that is always already given, such as in Derrida’s concept of iteration. Third, the paper turns towards Rorty’s plea for understanding philosophy as cultural politics, i.e., as intervention into the ongoing public discourse. It is argued that this third meaning of the term is better suited for understanding the political of educational theory as it is realistically modest and enables to analyze the political effectiveness of educational theory. These considerations are framed by both a reflection on the very possibility of drawing distinctions between theory and politics as well as an outlook on possible consequences following from an understanding of educational theory as cultural politics. In the outlook, the paper asks why we can hardly see any publicly relevant educational theory and provides suggestions for a “caring critique”, a careful attitude towards our own researching practices, situations, and assemblies.

In the graphic narrative Dumb: Living Without a Voice (2018), Canadian cartoonist Georgia Webber explores her acquired physical disability after a severe vocal injury leaves her voiceless. As a talkative, social young woman working as a café server, Georgia’s life is interrupted when she is forced to adapt herself to a different way of navigating the world. Previous scholarly work has analyzed Dumb to articulate a connection between comics theory and disability rhetoric (Dolmage and Jacobs 2016) and explored its fruitful linkage between voice/voicelessness and identity (Venkatesan and Dastidar 2020). Building on the path opened by these scholars, the aim of this paper is to critically examine the representation of disability and its engagement with the concept of crip time in Dumb by drawing on the interdisciplinary fields of disability studies, crip theory, and comics theory. The first section of this paper will build on Alison Kafer’s formulation of the strange temporalities of disability (2013) to investigate the ways in which Webber constructs non-conventional layouts where she incorporates different formal elements to present Georgia’s lived experience of disability as a disruption of conventional temporalities. Special attention will be paid to the endless, frustrating routine of paperwork to apply for disability welfare that the protagonist faces when her condition renders her unable to work. In the second section, I will draw on the work of Ellen Samuels (2017) to examine how Webber negotiates her shifting identity by graphically splitting her embodied self on the page, composing a parallel timeline where she visualizes her pre-disabled and disabled selves. The power of the pictorial is also extended to Webber’s clever usage of color: while her cartoonish drawings appear in black and white, she employs red to draw Georgia’s inner voice and her pain. Finally, my last section will employ the conception of crip time developed by Petra Kuppers (2014) to explore Georgia’s reconnection with herself through her breathing exercises and her orientation towards artistic creativity. Overall, I will argue that Dumb does not present a narrative of recovery, as Georgia does not heal from her injury but engages instead with her disabled existence by turning inwards and depicting her voice (lessness).

This paper begins by considering the claims that in many ways, the university sector is in trouble, and that there are a variety of potential reasons for this state of affairs. Drawing on the etymological insights of the word ‘trouble’, the paper suggests that we can situate the university very differently: we can see it not as an institution in trouble, but rather as a place that troubles and that agitates the mind. It is a troublemaker. It argues that the university is – ipso facto – a place for the agitation and troubling of minds in three distinct ways. First, drawing on the American philosopher, Stanley Cavell’s, idea of passionate utterance, it considers the place of the lecture, and explores how in the encounter of this pedagogical form, the university is a troublemaker. Second, in drawing on Cavell’s ideas of invitation to dialogue, the paper offers a thick account of the civic university, and by doing this, shows how the university is a political troublemaker. Third, it draws on John Williams’ evocative (1965) novel, Stoner, to demonstrate how – through the relationships between lecturer and student – the university can be seen as personal troublemaker. The paper concludes by outlining two influential accounts of the way that academics and students can survive and flourish in the university given the pressures that are increasingly evident in the sector. It shows how these are both problematic, and that hope for the university – and for re-imagining its purpose as troublemaker – can be found in the very ordinariness of the ways in which we talk together.

This paper investigates the representation of university students in the collective Italian imaginary during ’68 through the contemporary articles published in La Stampa and Stampa Sera describing the student uprisings at the University of Turin (Italy). The paper draws on a large amount of articles published in the daily newspapers La Stampa and Stampa Sera (nearly 400, from January to June 1968, the most dynamic phase of the protests) to highlight how journalists constructed the narrative of the rebellion by criticising the image of the rebel students, using words loaded with negative meanings and delegitimising their claims without any effort to understand their motivations. The image of the students that emerges from the articles over the period of time considered is negative, constructed to underline the destructive nature of the demonstrations against the political and social system of Italy in the 1960s. There was an unfailing tendency to highlight the rioting, disturbance of lessons, and physical and verbal attacks against teachers and the police, and the language used were reminiscent of that employed in times of war. The daily national press of the time is a rich source of material, with considerable interpretative and explanatory potential; in reconstructing the events day by day, it enables us to conduct an in-depth investigation into the ideology and the imaginary at play in a given space and time. It explores corners of the history of education that escape official recording and reveals the focus of interest and the priorities of the media groups.

This paper analyzes Jesuit pedagogy in Spain after the Second Vatican Council, encompassing recent trends and shifts by first delving into the main elements involved in the postconciliar crisis and renewal of the Society of Jesus in Spain, including the various critiques that this change received (part II). Second, this paper sheds light on the current Jesuit Ledesma-Kolvenbach University Paradigm, including its practical application and evaluation at the University of Deusto in Bilbao (part III). Third, this paper takes a brief look at the current reconsideration of active Jesuit pedagogy in Spain (and in Catalonia in particular), bearing in mind the contextualized convergences of educational philosophy (part IV). The concluding remarks address basic results from the analysis of these three elements.

In this paper I explore how girls living in a community economically reliant on the extraction of fossil fuels navigate gender expectations, loyalties, ideologies and moralities within their family structures, their places of employment and their affective communities. I describe how girlhood(s) within resource dependent communities are composed of and configured through the social, political, and economic conditions of extractivism, and the social relations that exist within these material conditions. The meeting of the material conditions of resource extraction and the social relations that exist within these environments, can be understood as “zones of entanglement.” An exploration of girls’ lives within these zones of entanglement, highlights how girls maneuver within the processes of social acceptance, belonging and notions of the “good life” by engaging in various strategies that work to create opportunities, while also reinforce foreclosures. These strategies include moving between speech and silence, learning to pick their battles, taking up space, and engaging in care-work. Through engagement in various strategies girls learn to protect themselves while maintaining opportunities for hope, connection, and transformation in their own lives, and in their interdependent relationships and attachments.

This paper is focused on interpreting the way in which twenty-first-century refugee writing in Canada is currently approached critically and theoretically. It proposes new reading strategies that contest the influence of nation-state powers over literary production deployed with an aesthetics of cosmopolitanism. In particular, this article takes up refugee writing by Kim Thúy and Sharon Bala, respectively, in order to show how its search for a “Good Life” leads to the transformation of the characters’ subjectivity. This transformation responds to an epistemological shift which confronts issues of Western complicity in foreign human rights abuses and poses questions about alternative epistemologies to Eurocentric notions of healing and trauma recovery in the aftermath of mass violence.

The perspectives on the medieval village and on the historical role of peasants have changed throughout the history of research. Traditional views on history saw rural life as unchangeable and therefore presumed that villages were rooted in the migration period. Modern research recognised the formation of the medieval village as a complex long-term process that, depending on the region, culminated in the 11th – 13th century. This paper takes a closer look at the situation in southwestern Germany, analysing research history on the one hand and selected episodes of medieval rural history on the other. The paper suggests that due to traditional views on the structure of history, peasants’ agency has been undervalued.

We have held in previous papers that Maximus of Turin (…398- …423) resorted to the terms gentilitas and paganismus in order to allude to two entities that were not only different, but even more, opposed in some fundamental characteristics. Indeed, gentilitas referred to individuals that had not known of Christianism yet but still conserved the possibility of becoming Christians and thus could still obtain salvation, whereas paganismus referred to those who had known of Christianism but decided to reject it, deserving eternal death. The aim of this paper is to go in depth in the knowledge of the meaning that Maximus attributed to the term gentilitas through the analysis of his sermon XX and the peculiar relationship he established there between gentilitas, peccatum and humanitas.