2. Elia Fernández-Díaz, Carlos Rodríguez-Hoyos, Adelina Calvo Salvador with the student’s team:
• Carolina Abad
• Eva María Alonso
• Saray Andrés
• Carolina Bravo
• Mercedes Cámara
• Natalia Cidoncha
• Araceli Comisso
• Esther Corniero
• Virginia Fernández
• Celia García
• Paula Gómez
• Laura Gómez
• Andrea Marcos
• Clauida Valvanuz Muñoz
• Sandra Muñoz
• Berenise Novoa
• Andrea Ortiz
• Ángela San José
• Andrea San Román
• Sara Toca
• Natalia Torre
Have a look at the product in spanish! https://goo.gl/mXMahD
3. CONTEXT
This work is part of a project on Critical Global Citizenship Education
examining innovation in university teaching. Within the framework of an
action-research process, our main purpose was to enable cycles of
awareness that would serve as a context for us to continue with the
development of actions to promote activism in the University context.
The experience was developed in two groups of students who were
taking the third year compulsory course called “Information and
Communications Technologies (ICTs) applied to education” in the Early
Childhood Education Degree, offered in the Faculty of Education at the
University of Cantabria, Spain (2018/2019 academic year).
For more information visit our Website at: innouniversidad.unican.es/en/presentation
4. AIMS:
• To promote the critical use of symbolic resources in the media
representation of social issues using audio-visual language.
• To analyse the contents addressed by the students and examine the
contents in depth through the study of a specific case.
• To understand how students’ reflections applied to the work they
carried out in producing an educational resource for raising critical
awareness.
• To propose improvements for the next action cycle.
6. Reflection on the student’s issues:
The two realities of the fashion world (North-South)
Child exploitation
Exploitation of women in production processes
The process of recycling clothes
The exploitation of children in the production of sportswear
Animal abuse and the use of leather
Consequences of industry in the North (the role of influencers):
7. IMPLICATIONS
It is necessary for university context to work with socially relevant
contents and other literacies. In this sense, the product generated
was intended to be an invitation to chaos, dislocating ourselves
from comfortable spaces and situate ourselves in other places. It
tries to open questions, generates dilemmas and provokes
discussion around topics without a predefined trajectory.
It is essential to rethink our university teaching practice in order to
increase student participation and to jointly negotiate issues so that
we can move forward in the construction of a university context
committed to emancipatory and critical education.
8. References
• Fernández-Díaz, E., Rodríguez-Hoyos, C. & Calvo, A (2018). Transforming university teaching.
PAR to promote disruptive practices. In J. Calder & J. Foletta. (Eds). Participatory Action
Research: Principles, approaches and applications (pp. 177-197). New York: Nova Publishers.
• Fernández-Díaz, E., Rodríguez-Hoyos, C., Calvo Salvador, A., Braga Blanco, G., Fernández-
Olaskoaga, L. & Gutiérrez-Esteban, P. (2019). Promoting a participatory convergence in a
Spanish context: an inter-university action research project using visual narrative,
Educational Action Research, 27(3), 362-378.
• Zeichner, K. (2010). Competition, economic rationalization, increased surveillance, and
attacks on diversity: neo-liberalism and the transformation of teacher education in the US.
Teaching and Teacher Education, 20(8), 1544-1552. https://doi.org/10.1016/j.tate.2010.06.004
