Scientific Articles

Morejón, A. O., Esnaola, H. Z., Garabieta, M. S., & Guerrero, G. Á. (2025). Dialogic Pedagogical Gatherings to Foster Pre-service Teachers Self-Efficacy in Addressing School Violence. REMIE: Multidisciplinary Journal of Educational Research, 15(1), 22-42.https://hipatiapress.com/hpjournals/index.php/remie/article/view/16378

Ruiz-Eugenio, L., Munte-Pascual, A., Khalfaoui, A., & Serradell, O. (2023). Dialogic scientific gatherings with mothers and teachers from a primary school: raising awareness about the impact of gender and education research. Humanities and Social Sciences Communications, 10(1), 1-11. https://www.nature.com/articles/s41599-023-02224-6

Salceda, M., Vidu, A., Aubert, A., & Roca, E. (2020). Dialogic feminist gatherings: Impact of the preventive socialization of gender-based violence on adolescent girls in out-of-home care. Social Sciences, 9(8), 138. https://www.mdpi.com/2076-0760/9/8/138

Explanation of the Post

Dialogic Feminist Gatherings create a space where teachers engage with scientific knowledge about gender violence through collective dialogue. By reading and discussing research-based concepts such as isolating gender violence, teachers deepen their understanding of how this form of violence operates and who it targets. The interactive nature of the gatherings encourages participants to connect what they learn with their own experiences and with situations they observe in educational settings. As a result, teachers become better equipped to recognise isolating gender violence in real contexts and to respond to it more effectively.

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