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This text refers to a Learning and Service practice developed in the Sound Design class of the Degree in Digital Creation, Animation and Videogames in collaboration with the University of A Coruña's Center for Gender and Feminist Studies-CEXEF. This practice was carried out within the framework of the project "Bibliodiversity. Libraries as agents for educating in gender and sexual diversity", whose aim was to promote the use of children's and young people's literature as a didactic tool in the classroom. From a selection of picture books, the students were confronted with the creation of a story entirely in sound in all its phases, from the script to post-production, using the creative and expressive potential of sound to bring the idea to a child audience. This reorientation of the practice "sound narration" led the students -future creators of animation and videogame contents- to develop a critical reflection on the necessary visibilization of gender and sexual diversity for a democratic society, in addition to the competences of the subject.

Based on an existing measure of homophobia, we developed an instrument to measure both transphobia and homophobia, as well as their relationship with other demographic variables that included attributed sex, gender identity, sexual orientation, religious affiliation, and political affinity. Research was designed to establish the relationship between homophobia and transphobia, by comparing the results of a validated Homophobia Test with a Transphobia Test that has been designed by adapting the same items; and to explore the relationship between homophobia/transphobia and other socio-demographic variables, specifically including gender, geographic origin, sexual orientation, political ideology, and religious conviction). Our research with 1,133 trainee and 182 practicing teachers demonstrated the reliability of our instrument, suggesting a correspondence between the two types of prejudice. Our results also found that these two prejudices followed similar trends with respect to other variables: respondents who identified as men showed higher levels of both homophobia and transphobia, as did those who professed religious conviction and were affiliated with the right wing of the political spectrum. We found that people who identified as gay, lesbian, or bisexual were less homophobic and transphobic that those who identified as heterosexual. Based on these data, we hypothesize that the two types of prejudice explored here derive from a common factor, the broader social construct of cisgenderism, so that any deviation from the heterosexual matrix, whether in terms of gender identity, gender presentation, or sexual orientation, results in social stigma. The professionals included in our sample are entrusted with well-being of all children, and are responsible for teaching about human diversity as part of the curriculum. Our findings will help us understand how teachers might respond to children who transgress, or are perceived to transgress, cisgendered norms, and to design more effective teacher training concerning sex and gender diversity.

[Abstract] This article explores transnational motherhood from the perspective of Nicaraguan migrant workers in Spain and Nicaraguan family members caring for migrant women's children. Our sample included families with children who have special needs, to explore how economically disadvantaged families draw upon migration as a strategy to address educational and physical needs not provided by a weak ‘exclusionary’ social policy regime. Applying the notion of the family display to migrant mothers and their families, our research reveals how gendered expectations of parenting shape their experience and the ways in which they explain and justify the migratory project. Migrants and family members, with certain reservations and limitations, actively reinvent motherhood by (re)constructing financial contribution as a type of caring. Our research also unsettles the classic notion of the ‘other mother’, as respondents describe caring as distributed over extended kin networks The project entitled ‘Childhood diversity, society, and maternal emigration in Nicaragua’, or DISEMINAR, was funded by the Xunta de Galicia (PR815A/2017/7) as part of the Spanish Autonomous Community of Galicia’s programme for supporting university-led development cooperation projects. The principal investigator was Verónica Robles of the Department of Physiotherapy, Medicine and Biomedical Sciences (UDC) Xunta de Galicia; PR815A/2017/7

In Cabo Verde, Portuguese is the official language, while Kriolu is the first language of virtually all the population. The schooling context clearly reflects this diglossic situation: while the vast majority of children speak Kriolu at home, Portuguese continues to be the exclusive language of instruction. Thus, Portuguese in Cabo Verde represents a post-colonial language that has maintained its de jure status but has not entered de facto domains of use. The research described in this article is based on discourse analysis of legislative and policy documents and extended semi-structured interviews with politicians, educators and language activists. Our results in this former colonial context invite us to reconsider traditional understandings of pluricentricity, as they suggest that Cabo Verdean Portuguese is not (yet) associated with local identity and has not (yet) been accepted by its speakers as a legitimate, standardised variety.