SECONDARY EDUCATION SCHOOLS AND EDUCATION IN VALUES: PROPOSALS FOR GENDER VIOLENCE PREVENTION. - Proyect description: The proposal of this pilot project is based on the objective of contributing to gender violence prevention in Secondary schools, given that it is one of the stages in which many young people begin their first relationships and begin to shape certain values in relation to the models of attraction. These models respond to certain values that in many cases promote and value violent attitudes, perceiving them as attractive. This project will analyse the context of Secondary Schools, including the analysis of other contexts for socialisation of youth (family, neighbourhood, etc.), in order to propose actions that contribute to the prevention of gender violence in relation to education in values. The task and responsibility of working towards gender violence prevention must be taken on by Secondary Education on the basis of a values education that promotes models of attraction grounded in values of equality, solidarity and respect. - Specific Objective of the Project Our objective is to identify and analyse the types of values in Secondary Education that are having an impact on the model for attraction that influences adolescents affective-sexual relationships. The study of the situation of violence based on image/perceived 'attractiveness' among the adolescent population in Europe on the basis of existing statistical data will allow us to further the contextualisation of this issue in this population group. There will be special attention paid to the analysis on the basis of existing statistical data on this issue in the 10 new member countries. We will make a qualitative study in the countries involved on the project too. A control group will also be set up outside the school environment (in a youth club, sports group or other similar youth community ). - Directly expected results. First Report: State of the Art: theoretical contributions and political actions in response to image-based violence among the adolescent population. 1
Second Report: Violence among the adolescent population in Europe. Contextualisation of the issues on the basis of existing statistical data (in this report information will be included about the state of the art on the 10 new member countries). Third Report: In depth study of the situation of this form of violence in the countries participating in the proposal (based on existing data). Fourth Report based on the qualitative work: Causes of image-based violence among the adolescent population and values that contribute to its prevention. Final Report: containing draft guidelines for gender violence prevention among adolescents and recommendations for Methodology and plan of action for Secondary Education schools to work on the prevention of this form of image-based violence. - Specific and indirect beneficiaries. The direct beneficiaries of this project are adolescents of the member countries. We will particularly focus the study on adolescents between the ages of 12-18 years (in line with the international definition of a 'child' as someone up to the age of 18 years). The final report will be shared with representatives of educational centres and other organisms that work with youth and with young people themselves in order to broaden discussion on this issue. Dissemination of the results will at the end of this 'pilot' stage be limited to a sample representative group who will be asked to provide feedback and input to the continuing exploration of this issue. At this stage there will be no broad public dissemination of the results. The final report will include guidelines for secondary schools to be shared directly with a sample group of educators for further discussion. The indirect beneficiaries that we highlight are the other members of the educational community, including teachers and families, who will have the opportunity to witness the access of resources oriented towards gender violence prevention in adolescents. The reach of this project will in time also extend to professionals in teaching (resource centres, teacher training faculties, departments of moral education at European universities, etc.). These people, in charge of teacher training for secondary school, have a big responsibility in the transmission of democratic values that fight against forms of gender violence. Therefore they also constitute an intermediary group of potential beneficiaries, who, given their sphere of action, can impact on the models of socialisation in values that are transmitted in secondary schools. 2
- Innovative elements in this project. An innovative element is the perspective upon which the problem of gender violence will be approached in this project. This perspective is based on gender violence prevention through values education. The idea starts from the attempt to avoid situations of gender violence before they occur, based on of the study of the influence on values and the changing of these values in relation to the affective-sexual relationships that adolescents engage in. Finally, another one of the innovative elements of this project is the communicative methodological paradigm, which aims to validate an explanation of the phenomena, situations and interactions that occur in society, placing special attention to those that provoke social exclusion and the ones that overcome it. Scientific research based on the communicative approach allows for a perspective of analysis that suggests solutions to overcome inequalities and social exclusion. This is made possible through proposals that respond to the challenges of today s society, with the inclusion of the people involved in the research who become active subjects of the research instead of objects of the study. In this case this type of methodology is particularly appropriate because it provides the opportunity to include the voices of adolescent girls and boys, objects of the study, on egalitarian terms. - Methodology The methodology that we will put into practice in this research investigation is a methodology with a critical-communicative orientation. This methodology is based on the idea that people are social agents that contribute to the creation of knowledge. Therefore, our research includes the participation and the interpretations of the educational agents involved with the object of study, in a scientific way. In order to collect the data there will be three qualitative strategies used: - In depth interviews. - Communicative daily life stories. - Communicative discussion groups. These qualitative techniques for data collection will be implemented in 5 Secondary schools in Spain, in 5 Secondary schools in Malta, in 5 Secondary schools in Cyprus and in one 'control group' in each country of young people out of the school environment. We also will use certain techniques of a qualitative nature. 3
SCHEMME-SUMMARY: GENERAL INFORMATION ABOUT THE PROJECT TITTLE IDENTITY OF APPLICANT PARTNERS Secondary Education Schools and education in values: proposals for gender violence University of Zaragoza - University of Malta - Mediterranean Institute of Gender Studies - Belgium - United Kingdom DESCRIPTION OBJECTIVE RESULTS: Reports Study about young socialization, their models of attraction and their education in values related to gender violence, to analyze its causes and to set concrete ways to prevent it. Gender violence prevention from adolescence, identifying and analyzing the values of the young people. 1. State of the Art. 2. Analisis of the violence among adolescents in Europe. 3. In depth study about gender violence and adolescence. 4. Causes of this violence and solutions to prevent it. 5. Final report and writing of an action plan. BENEFICIARIES - Adolescents - Teachers and other professionals of education - Family - Teacher trainer faculties. - Other elements of socialization. INNOVATIVE ELEMMENTS - Prevention based on education in values. - Problem solutions before they happen. - Communicative mehodological paradigm. METHODOLOGY * Criticalcommunicative orientation. * 3 qualitative strategies: - In depth interviews. - Communicative daily life stories. - Communicative discussions groups. 4
- Activities undertaken Transversal phase: The coordination between the participating organisations will be maintained on an ongoing basis through email and other virtual means of communication. Phase 1: State of the Art 1.1. First International Meeting where the project will be presented and the tasks will be divided up among the team. Revision of: 1.2. The main contributions of the international scientific community that analyse the causes of situations of gender violence, stressing those that address the issue among the adolescent population. 1.3. National and European policies in relation to gender violence and values education. 1.4. The research carried out on a European level in relation to the research theme. 1.5. Existing statistical sources in relation to gender violence and the adolescent population. Existing data for the in depth study of the situation of gender violence in the participating countries (this more detailed study of three cases will allow us to contextualise the qualitative study that will be carried out in the following phase in each one of the participating countries). Results: 1.6. Report: State of the Art: theoretical contributions and political actions in response to gender violence in the adolescent population. 1.7. Report: Gender violence in the adolescent population in Europe. Contextualisation of the issue on the basis of existing statistical data (this report will include the State of the Art about the 10 new member countries). 1.8. Report: In depth study of the situation of gender violence in the participating countries. 1.9. Second International Meeting where the follow up will be done on the status of the project and the second phase of the project will be planned. 5
Phase 2: Fieldwork. The fieldwork is based on the implementation of three qualitative data collection techniques in Secondary schools and 'control groups of adolescents' in the participating countries in the project. We will carry out a process of triangulation using these three techniques, in this way obtaining scientific information and rigour thanks to the combination of the qualitative and the communicative techniques. Before the onset of the fieldwork, the research team will rely on a directive team from each one of the Secondary schools selected in order to present the objectives of this research and its aims. 2.1. 33 communicative daily life stories with adolescents from the participating countries (2 in each secondary school selected plus one from each control group: 11 in Spain and 11 in Malta and 11 in Cyprus). The selection of these 33 boys and girls will be guided by the aim of choosing different profiles of people (age, gender, ethnicity, etc.) that can reflect the diversity of the student body of the secondary schools. Through the stories, we want to deepen in the study of the influence of the different socialisation contexts of adolescents on the acquisition of values that influence in the models of attraction, which condition the affective-sexual relationships of these youth. 2.2. 18 in depth interviews with teachers from the secondary schools selected (1 in each secondary school selected and 1 in each of the control group venues). The teaching staff and venue personnel interviewed will be made up of professionals who work with the adolescents participating in the fieldwork. On the basis of these interviews we will be able to deepen our understanding of how secondary schools are approaching values education and gender violence and also be able to contrast this with the values operative in social venues for young people. 2.3. 18 communicative discussion groups with adolescents. One in each selected secondary school and one in each youth venue. These discussion groups will provide the opportunity to deepen our understanding of adolescents perceptions in relation to the issue of gender violence and in reflecting on proposals for eradicating it. (2.3) The information compiled through these techniques will be complemented by the analysis of documents related with policies and programs in values education that are being carried out in secondary schools and any extant materials relating to the youth venues (eg posters, leaflets, advertising). 2.4. Transcription of the information 2.5. Codification of the information. 2.6. Data analysis. 6
2.7. Third International Meeting where the criteria for the elaboration of the products are established. - Results: 2.8. Design of the methodology and an action plan to work on gender violence prevention in the secondary schools. 2.9. Write the guidelines of orientations for gender violence prevention in the adolescent population. 2.10. Report: Causes of gender violence in the adolescent population and values that contribute to its prevention. Phase 3: Dissemination of the results. This phase will be carried out in the second half of the project's life and will be aimed at sharing the results of the pilot phase with a representative sample of agents who work with adolescents and demonstrate a sensitivity regarding the issues of gender violence. 3.1. To this end, a targeted mailing list will be elaborated from the onset of the project defining a selected sample of agents from the different member countries that might be interested in receiving information about the results and who will be prompted to continue the exploration. The thematic reports (1.6/1.7/1.8/2.10)will be distributed through a targeted mailing list to organizations and individuals in Europe working in this area, including educators and education policy makers at national and EU level. During this phase the guidelines will also be developed for inclusion in the final report. 3.2. Series of thematic reports to be disseminated to a target group of educators and educational policy makers in Europe. Final report containing guidelines for educators/policy makers and suggested action plan and promoting further exploration of this issue. 3.3. Finally, an as part of the evaluation procedure included in this project (explained on section 2.2), the Advisory Council will meet twice a year. - Timetable for implementation: Phase 1: 8 months Phase 2: 10 months Phase 3: 6 months 7
SCHEMME-SUMMARY: ACTIVITIES SUBPHASES PHASE 1: State of the art (8 months) 1 First International Meeting: the project will be presented and the tasks will be divided. 2 Analysis of the main contributions of the international scientific community: causality of gender violence. 3 Study of National and European policies in relation to gender violence and values education. 4 Study of the research carried out on a European level in relation to the research theme. 5 Analysis of existing statistical sources in relation to gender violence and the adolescent population. 6 Report: State of the Art: theoretical contributions and political actions in response to gender violence in the adolescent population. 7 Report: Gender violence in the adolescent population in Europe. Contextualisation of the issue on the basis of existing statistical data (this report will include the State of the Art about the 10 new member countries) 8 Report: In depth study of the situation of gender violence in the participating countries. 9 Second International Meeting: where the follow up will be done on the status of the project and the second phase of the project will be planned. PHASE 2: Fieldwork (10 months) 33 communicative daily life stories with adolescents from the participating countries 18 in depth interviews with teachers from the secondary schools selected. 18 communicative discussion groups with adolescents Transcription of the information Codification of the information. Data analysis. Third International Meeting: where the criteria for the elaboration of the products are established. Design of the methodology and an action plan to work on gender violence prevention in the secondary schools. Write the guidelines of orientations for gender violence prevention in the adolescent population 10 Report: Causes of gender violence in the adolescent population and values that contribute to its prevention. PHASE 3: Dissemination of the results (6 months) Mailing list to disseminate the results among people and organisations interested in education. Thematic reports will be disseminated and Final report will be elaborated containing guidelines, suggesting action plan and promoting further exploration of this issue. Evaluation: Advisory Council will meet twice a year 8
Tatiana Iñiguez Berrozpe 9
1.1. First International Meeting 1.2. Revision of the main contributions of the international scientific community that analyse the causes of situations of gender violence, stressing those that address the issue among the adolescent population in leisure places and non-formal education centres. 1.3. Revision of national and European actions in relation to gender violence among adolescents and education in values outside of the academic scope. 1.4. Revision of the research carried out on a European level in relation to the research theme. 1.5. Study of existing statistical sources in relation to gender violence and the adolescent population in the leisure places. 1.6. Writing of the First Report 1.7. Writing of the Second Report 1.8. Writing of the Third Report 1.9. Second International Meeting Phase 2: Fieldwork. 2.1. Fieldwork: 33 communicative daily life stories with adolescents from the participating countries 2.2. Fieldwork: 18 in depth interviews with the professionals that work in the selected centres. 2.3. Fieldwork: 18 communicative discussion groups with adolescents 2.4. Revision of documents related with policies and programs in values education that are being carried out in non-formal education centres and leisure places. 2.5. Transcription and codification of the information. 2.6. Data analysis. 2.7. Third International Meeting 2.8. Design of the methodology and an action plan to work on gender violence prevention in non-formal education and youth clubs. 2.9. Write the guidelines of orientations for gender violence prevention in the adolescent population. 2.10. Writing of the Fourth Report 2.11. Writing Final Report Phase 3: Dissemination of the results. This phase will be carried out in the second half of the project's life and will be aimed at sharing the results of the pilot phase with a representative sample of agents who work with adolescents and demonstrate a sensitivity regarding the issues of gender violence. All the dissemination strategies has been used in our previous project, due to that their efficiency is proved before developing them. 3.1. To this end, a targeted mailing list will be elaborated from the onset of the project defining a selected sample of agents from the different member countries that might be interested in receiving information about the results and who will be prompted to continue the exploration, including educators and policy makers related to the non-formal education field at national and European level, and all the people interested in this issue in general. During this phase the guidelines will also be developed for inclusion in the final report. 3.2. Final Report to be disseminated in PDF (1500 in English and 300 in Spanish) to a target group of educators and educational policy makers in Europe in which the project will be summed, paying special attention to the methodological recommendations that the final report will contain. 3.3. A web page will be designed (hosted in the web of the University of Zaragoza) in which the results of the project and the methodological recommendations can be consulted by any interested person. 3.4. A half-day conference for the diffusion of the results and the proposed methodology for gender violence prevention among adolescents will be organized in each one 10
of the participant countries, in this the professionals related to the investigated centres, young people and other people interested in the education in values will be invited. We will try the attendance of all the research group in each one of the conferences. 3.5. Finally, an as part of the evaluation procedure included in this project the Advisory Council will meet twice a year. As we have said the direct beneficiaries of this project are adolescents of the member countries between the ages of 12-18 years, the representatives of the centres of non-formal education and other organisms that work educating young people, with the objective to extend the discussion about this problem. The reach of 11