Perfect. So now let's start with our third and
last webinar of the European TeachXEvidence Project.
Good afternoon to everybody and welcome to this last session.
Together, the Faculty of Education at UNED and
the etwinning for Future Teachers group,
we are launching three co-created webinars on
the prevention of gender-based violence with social impact.
The TeachXEvidence Project is led by full professor Lídia Puigbert
at CREA, at the University of Barcelona,
and the aim of this project is to overcome
gender violence by creating capacities and
resources for the education professionals
and fostering an European network of
researchers and practitioners that co-construct
educational interventions based on
scientific evidence with social impact.
And before introducing our keynote speaker,
please note that the seminar will be recorded.
Anyone who does not wish to appear on the
screen has the option to turn off their camera.
The session will be conducted in English, but
you will be able to view real-time translation
of spoken content into captions in other
languages through Zoom. To activate this option,
go to the bottom Zoom bar and activate the
subtitles by choosing your preferred language.
For this third seminar, Dr.
Mar Joanpere Foraster will address the role of
protective factors and community involvement
in preventing gender-based violence in schools.
Dr. Joanpere Foraster is a PhD in
Sociology from the University of Barcelona
and postdoctoral researcher and lecturer
at the Department of Business Management
at the Rovira i Virgili University.
Currently, she is contracted by the German Academic Exchange
Service as guest professor at the University
of Würzburg in Germany. She is former vice
president of the Catalan Association of Sociology,
a subsidiary of the Institute of Catalan Studies.
Her research lines of research on the social
impact of research, especially in relation to
gender violence and isolating gender violence from
the preventive socialisation to international action
and prevention mechanism in the field of higher education.
She is also the co-founder of the
#MeToo university movement. Before the session ends,
we will have time for you to ask any questions.
However, feel free please to raise your hand at
any point during the presentation to ask anything you want.
At the end, we will also share the
project website with you and Marie-Louise Pettersson
from the Heidrof-Unden School, a partner of
the Teach for Gender project, will present
us some opportunities for continuing collaboration
in the project actions and for implementing
violence prevention activities in your schools
in close contact with other European educational
schools and institutions. Finally, we will
set a social impact assessment questionnaire
for these webinars, which we will also send
you by email at the end of these sessions,
together with the recordings of these webinars.
We greatly appreciate your participation.
Thank you all for being here and Dr Mar
Joanpere, the floor is yours. Thank you.
Okay, good afternoon to everyone and thank
you so much for inviting me to participate.
in this third training session. I'm gonna share my PowerPoint. Yes, so.
please let me know if you can see
it. Yes, perfect. Yes, okay, perfect.
Okay, yes, so as Guiomar mentioned, please
if you have, I will go deeper in all the aspects
we have for this afternoon, but if you have
some questions or something that you cannot see.
clearly, please raise your hand and don't hesitate
to ask me the questions or everything you consider.
So, to start with this third session, we will
see some things that you may have seen in the.
other sessions and I will try to link some
aspects that we have prepared for today with
some points that you have seen in the other
sessions, just to deepen a little bit more and.
just to try to think how we can apply these
theories into practice in our schools or in our.
educational systems where we are all involved.
So, first of all, I would like to start with these.
two main points that we will see at the beginning
of this session and then we will see it during.
the whole presentation that we will share today.
First of all, I wanted to focus this into the.
some hoaxes or some fake news that we have all
over Europe and also in our specific countries.
and in our specific context about the considerations
that we have about ideal love or about.
this idea of love that now I'm gonna explain
earlier a bit more and then we will see some.
actions that we can take to prevent from violence
from this idea of friendship, of solidarity,
and mostly this idea of community participation.
So, to start with this first point,
we would like to start with this idea of romantic
love as a protective factor against gender-based.
violence and also against violence in our daily life relations.
We have in our world, we have.
this hoax that says that romantic love generates
violence or generates gender-based violence and.
we know that it is a hoax. We don't have any kind
of scientific evidence that demonstrates that.
romantic love is generating any kind of
violence and this idea of this link between.
ideal love or romantic love with violence comes
from some kind of misunderstood of the classical.
histories that we have in our tradition and some
kind of misunderstood of what is sexism or what.
is this traditional gender roles that
we have in our history and in our.
stories, but this is not the same as gender-based violence.
So, in our stories, we can see.
this kind of traditional gender roles based
on this division, based on the gender of the.
two participants, the role divisions or the world
divisions that we have had in our history, but.
it doesn't mean that in this kind of relations
where the roles are divided depending on the gender.
of the members involved, it doesn't mean that this
kind of relation includes or develops any kind of.
gender-based violence and this is important because
we, as we see nowadays in our countries and.
across the world, we can see some kind of
demonstrations or attacks against this idea.
of ideal love or this idea of related to
romantic love and this is a very hard mistake.
that we have because as we can see in the
scientific literature, this idea of ideal love.
not only is not related to gender-based violence,
but it's a key factor to prevent relations based.
on gender-based violence. So, this is important
to try to change this kind of discourses and to.
change this way to understand our traditions and
our stories that we are reproducing to other.
generations. So, why when we ask, as we can see
in the scientific literature, when we ask why do.
people stop believing in ideal love, the results
that we gather are these ones that I am sharing.
to you. On the one hand, we can see this 90%
of participants that they affirm that they stop
believing in ideal love because some adults tell
them that they are grown up and don't have to think.
about nonsense. So, this is an idea that comes from the adult.
So, here as teachers or as people
involved in education, we can think how to
change this perspective and how to change.
what we are transmitting to the younger generations.
One of the other points that.
they answer is due to disappointments in love or
bad experiences. So, here we have another very.
interesting point to deepen a little bit more and
it's related to the first one. It's that as we.
know when we are spreading these kinds of attacks
and these kinds of discourses against love.
It has very hard consequences to the younger and
they start to not consider that love is possible.
in our lives, that they can dream in this ideal
love or in this ideal kind of relationships and.
so on. So, as we can see, all these messages are
giving them a very hard perspective or a very.
hard way of viewing this kind of relationship.
So, when we do interviews and focus groups asking.
them about this topic of ideal love, most of them
answer that some quotes as this one.
For example, for them it is unusual to speak of ideal love.
So, it's not a topic that they are talking about,
or they are sharing each other.
For example, this quote about this teenage boy, he states that
"we don't usually talk about it, mostly because
my friends are pretty much like that pimps and.
I fuck three girls and each time different" and so on.
So, what we are transmitting to them,
then we can see that it's a way to understand for
them these relationships and especially when we.
talk about these sexual and affective relationships.
So, another point is, and this is very.
interesting, related to what I was mentioning, is
about this concept of ideal love as an opposite.
of gender-based violence. So, when we interview
the teenage boys and girls and when we ask them.
what they consider about this idea of ideal
love, they say that they don't consider that,
they don't link this ideal love with gender-based
violence, but even though they are afraid of.
having this or of dreaming of this ideal love.
So, they see very clearly that the ideal love is not
linked to any kind of gender-based violence.
Not rationally, we can see it very clearly, but then.
also we are seeing which kind of relations
they are choosing to have in their lives.
And as we can see, at the moment that they have
or they face or they suffer very bad experiences
in their relationships, they start thinking
that the ideal love is not for them.
So, it is very linked with these bad experiences,
experiences of discrimination, experiences of.
sexual abuse and so on, and how this idea of ideal
love is decreasing and they start thinking that.
"yeah, okay, but this is not for me, I'm having
another kind of relations" and so their perspective.
is changing as in the meantime that they are
having this kind of disappointing relationships.
So, the main point here is, and what we are
analyzing, is that there's no matter on the
number of relationships you have, there's
no matter on how many relations you have,
if these relations are stable or sporadic
or so on, because there are a lot of people.
talking about the numbers, how many relations, how
long do these relations last in the time and so on,
but the main point here is to start talking
about who you choose to have these relations.
And here it's important to link this information
with what you, I think that what you.
have been working last week with Garazi,
because I think that she explained you.
these kind of three types of masculinity, so
here we can do this link because we understand.
that the main point here to understand why
some relationships are doing good and why some.
relationships are based on violence or are based
on sexual abuse and so on is because the person
that you choose to have this relationship.
So, the problem is not the number, is not the frequency.
and so on, is the person. And here I invite you
to connect this with what you have seen last week.
with Garazi. So, we understand nowadays that,
yeah, of course, we are in the 21st century,
so this idea of love has changed, obviously,
from the 17th, 18th century, of course,
that this idea changed and we are not in the
moment of Romeo and Juliet or another kind of.
these stories, but because we are not in the
18th century and so on, and our societies.
have changed, obviously, but we understand
that this idea that came from these first.
romantic relationships that we have in our history
Today we can maintain this kind of ideal.
love, this dream love, but obviously we have to
adapt this idea on the relationships that we have.
nowadays. So, nowadays we are having another kind
of socialization, we are having another forms of.
relationships. So, I think that one of the
most important things here to build some basis.
this afternoon is to understand that from this
ideal love is where we can build or we can create.
some precious stories of love which can prevent
young girls to face any kind of violence in their relationships.
So, I want to mention that as
one of the key preventive factors that we have.
to overcome gender-based violence and we
have a lot of scientific papers that you can.
check a little bit and do some research and you
will see how this romantic love is preventing.
young girls from having disdainful relationships.
I wanted to show you here some resources that you
have to check a little bit more on that if you
are interested and then we will have time to also.
talk about that and if you have some comments,
I will be very happy to try to answer of course.
Link with this first point, I would like also to
deepen, we have talked about love, so then we will.
move about by a standard about friendship.
So, we are moving in these two concepts and how do they
prevent any kind of violence or gender-based violence.
So, now we are moving into this.
by a standard intervention and as you may
know and I'm here quoting Paulo Freire,
in front of any case of violence you
have two options. You have the option of.
doing some intervention, of doing something or
you have the option to wait to another side and
try to think, okay, I'm not seeing what is going
on, so this is not my fault, this is not my problem.
and so on. So, here I'm quoting Paulo Freire,
he stated that "washing your hands of conflict
between oppressor and oppressed means taking the
side of oppressor" and that's not being neutral.
This is very important because so many people
do think that, yeah, okay, I prefer to not say.
anything or I prefer to not do anything in this
case, but this can create some consequences,
some hard consequences, especially for victims or
for them who are suffering this oppression.
So, even if you decided to not take part or even
if you decided to not do nothing in the case,
you are doing something, so you are
taking part in any case of conflict.
So, in this perspective we have the bystander
intervention and we can understand bystander.
intervention as, I think that it's very easy to
understand that every one of us, when we are in
the supermarket, when we are in the street, when
we are in the university or in the school or.
whatever, we always see or we always can see some
situations in which we thought, okay, this is not.
normal, maybe something is going on, something
is happening, maybe we can see a student crying.
in the school or maybe we can see some aggressive
situation in the street and so on. And in this.
case, we are acting as a public of this
situation, just as an observer of this situation.
And in this moment, we have to decide if we
want to take action in this situation or not.
If we want to be just an observer and so on, and
that's all, or if we want to take action and.
do something to protect or to take care of others.
And this is what we mentioned by.
bystander intervention, is how to become or how to
change our way, our perspective in this life and.
becoming from an observer to an upstander, to
somebody who is taking action and somebody who
is doing something to protect victims and to
protect those who are suffering. So, that's it,
that's what we understand and the scientific
literature as this bystander intervention.
So, we have so many programs from the
universities, from the higher schools and.
from the schools to become or to change this
perspective and transform students and the staff.
and teachers and everyone from an observer to an
upstander, to those who are doing something to.
protect victims. And this is, I really like this
campaign that you can see here in the slide,
said bystander intervention starts with you.
So, it depends basically on you to do something or.
not to protect victims. Sometimes I think that
it's much easier not to do anything, no?
So, when we can see some situations, it's
very easy to say, "Oh, okay, yeah, but.
I don't want to intervene, I don't want to say something.
" This position, it's so easy.
But I think that if we are here, especially
in this training session, is why we want to
do something to prevent and to protect victims
from this kind of situations. So, how we can.
change this way and how we can start being upstanders?
We can transform this educating.
in this friendship. And now I'm going to
deepen a little bit more on this idea.
As we know from the scientific literature,
friendship protects from bullying.
And this is very important when we are doing, when we
are teaching and doing practice in the schools,
it is very important to understand how
friendship can protect our kids from.
facing this kind of situations of bullying
or harassment and so on. We have here this.
research with more than 533 10-year-olds,
which show that those who had a best friend.
had lower risk to suffer bullying.
So, this is very, very important to understand why.
we have to put all of our efforts to educate from zero ages.
And then I will deepen a little.
bit more on that. Why we have to educate from
the zero ages or from the very early ages to.
this kind of friendship or to this kind of
relationships as a key factor to prevent.
afterwards another kind of violence.
So, it's important that from the very early ages,
they can understand what is a friend, what is
friendship, what does it mean that I have a
friend, what does it mean, how this kind of
friendship can protect me from having or from.
facing any kind of violence and especially
talking about this true friendship. Because.
so many times in our societies, we like to say,
"Okay, yeah, we all are friends." But this is not true.
We are not all friends.
And in our relations with our peers or in our friends group,
as we know, there will be someone that we know
that he or she can protect us, can help us in.
any case we need it. And it will be persons that
maybe, yeah, we can have a very polite relationship,
but we all know that this person will not help us
in any case we need. So, this is the same case.
when we talk about children and when we talk about
this very early ages. We have to educate them.
to choose these relationships, these protective
relationships and this true friendship to.
prevent them from any case of violence.
So, as we are analyzing in the scientific literature,
we see how this quality friendship has
been identified as a protective factor that
significantly moderates the relationship between
bullying, behavior and externalizing problems.
Because when they feel that they have a friend,
they have someone who share their problems with.
who they can explain what are their feelings and so on.
So, this can protect them to face any kind.
of violence. So, lead with this idea of friendship
and also with this idea of how to transform this.
observation into the action or into the upper standards.
One of the things that we analyze from.
the scientific literature is the relevance of
creating networks to support victims. And we.
only can do that if we educate them in both
sides, in the one side of this idea of protective.
friendship and another hand and strictly linked with
the first one and how to become upper standards.
in any case of violence. So, we have to understand
that in the relations that we have in the schools.
with the kids and also with the relations among
professors, the whole community in the school.
and the whole professors, students, families and
so on, and later on I will explain a little bit.
more this idea, how this whole community can
become an ally to prevent and to act in the case.
of violence. So, if we can share this idea of
informal friendship as a tool or as a network,
it can prevent also so many violence cases or gender-based violence. And.
also we have some tools from, for example, here Frontiers.
Frontiers is one of the most.
recognized editorials that we have around the globe.
And Frontiers has also a line, a publication.
line, addressed especially to the kids.
So, also if you want to check a little bit, you will find
here an address to the kids and this is very
useful to comment on the, to work and to comment.
on your lessons. These articles or these papers
about friendship, about how to face bullying and so on.
So, I want to share with you this example
because I think that it's very useful for.
to work in the classroom with the kids.
So, yes, as I mentioned before, we can change this idea.
of we are all friends, this idea that we have in
our societies to this idea of I am friend to those.
who treat me well. So, this is very important
because if not, sometimes we are creating.
some wrong ideas about what is friendship or
we are creating some mistakes also in the classroom,
for example, saying, okay, this student is
treating you bad but maybe you can kiss,
you can make a kiss and yeah, and the problem is solved.
And this is horrible because.
they cannot understand how if someone treats you
bad, how we can solve this situation just kissing.
So, it's relevant to change this way of thinking
because if we really want to do something.
that prevents them in the whole life to face
or to having this very bad relationships.
So, here you have another examples or another
readings that I wanted to share with you about
this and I think that you can check a little bit
and you can deepen also if you are interested.
doing some talking about that with the students
and so on and I think that it can be very,
very interesting. So, with this basis of
love and friendship, yes, so these two main.
basis from where we can depart in this
training session, we are now deepened into.
one of the actions, one of the educational
actions that we are implementing in different.
kind of schools and this is one of the successful
educational actions that we have all over the
world and it is giving a very, very interesting
results into this change of perspective,
into deepen on this meaning of friendship on
what's really a friend, who is treating me well,
who is treating me bad and all of these things
we can work in our schools or high schools.
in when we work on the Zero Violence Brave Club.
Maybe some of you may know these educational.
actions but as here you have this scientific paper
from Frontiers in Psychiatry and as you can see.
from this action we can prevent and also
we can act when the case is happening,
when the violence is happening to address bullying
especially in schools or in higher schools.
So, which factors we have as a key factor
to implement this Zero Violence Brave Clubs?
First of all, it's important to do trainings and
to understand this socialization in attraction.
to non-violent models and it is related to what
you are learning and working during these sessions.
On the other hand, one of the keys is the zero
tolerance to violence from the zero years and.
it is interesting because so many times we
consider that we can start working on these.
topics when they are adolescents or when they are
younger but as we can see this is very very late.
because from the zero years, from the moment
when our lives start, we start this process of.
socialization. So, we start this process of
starting to choose friends, starting to understand.
the relations in the school, the relations in our families.
So, as all we know this socialization.
process during the early years in our lives is
basically to create this basis and to understand.
which kind of relationships I want, which kind
of behaviors I want in my life, which kind of.
behaviors I don't want in my life. If someone is
treating me good, I have to, I can recognize it.
even if I have three years old or four years old.
All the kids can recognize when people is treating.
them good or when people is putting them bad
or in a bad way. So, this is important to.
understand that when they are in their 40s and so
on, we can do some actions but it's very important.
to start doing this when at the very early ages.
One of the other key factors is this commitment of
the entire educational community against
violence and this is why it's important to go.
all together, families, schools, students, to try
to do all the same action and to advance all in the same way.
Because if not, if you are in one
way, the families are in another way and the
students are in another way, it's very difficult
to change this perspective and to do some.
educational action successfully.
And then we will see how we can work with the entire.
educational community. One of the other keys here
is the creation of violence-free environments
through dialogue. So, it is very important
to include dialogue, all forms of dialogue,
in our daily life communications inside of the school.
Dialogue to understand what is friendship.
or not, dialogue to understand and to talk about
the problems we are having inside of the class or.
in the relations inside of the class, dialogue to
talk about how we can protect victims, dialogue.
to deepen on which kind of relations are good for us or not.
So, we have to open all of these.
dialogic spaces to do a successful action here.
And then one of the most important factors here
is the training of teachers and educational
community in scientific evidence for the.
prevention of violence. There are a lot of
trainings and also a lot of business in our
countries trying to take advantage or trying to do
some business from violence in schools or trying
to do some business also from gender-based violence.
So, I think that it's very important.
for you to recognize when this business or when
these trainings are coming from scientific evidences.
to do the best actions that you can do or you
can apply in your schools or when this kind of.
business are coming from an economical interest
and not on the interest of the well-being and.
the good relations in the schools.
So, the Zero Violence Brave Club is an evidence-based intervention
based on the principle that only the person
who denounces violence suffered by a partner.
and always takes the side of the victims.
And this is also important because sometimes when we know.
some case of bullying or a case of violence
our scientists at the beginning sometimes try to.
understand why the harasser or why the bullier
is doing this kind of actions. And sometimes,
in our context, there is more effort to
understand why the harasser is doing that.
than the effort we are putting in to protect and
take care of the victims. And I see so many cases.
in the schools, in the universities and so on
where we have some sexual harassment cases and.
I think that all of you will recognize so many cases.
And when the victim denounces a case,
the whole society starts thinking why this
harasser is doing or harassing this girl, for example.
So, here we have to change completely
this perspective and we have to understand that,
first of all, we have to protect victims, we have
to protect the others that are protecting victims.
and this is also important. And this is a change
of perspective on how we, in our societies,
how we see the position of harassers or bullies and so on.
And we have to start thinking on.
those who are denouncing cases of violence inside
of the school, of the high school and wherever.
They are brave to be denouncing these cases.
They are not cowards, they are not.
any other thing. They are brave to denounce
and to take action to protect victims.
And sometimes in the schools we are reproducing
another anaposite discourse. And for us,
those who are denouncing cases are cowards and meanwhile those who are.
harassing or bullying are the brave ones.
So, this is a completely horrible way of thinking
and we have to change it if we want to protect
victims and protect those who are protecting victims.
So, here it's a point to break the
silence in this way and start taking actions.
and start creating this safe space where victims
or where those who are supporting victims are the.
brave ones. And we have to empower our kids in
the schools to become upstanders, to give them.
the tools to become upstanders so they can start
taking part and feeling good when they are taking.
part to protect victims. And you will see that
when we are changing this perspective, we can see.
how they are empowering themselves and how their
relations are changing in the class because
no one wants to be the coward and everyone
wants to be the brave one in the class.
So, this is a real transformation that we are doing in the schools.
So, to advance a little bit more, here you
can see some quotes from the Brave Club.
To advance... Okay, yeah, the fact here is to
create this space in our schools, in our classrooms,
without any kind of violence. And violence can
be expressed by actions, by physical actions,
by psychological actions, by the way that some
students are looking at others or are treating.
others. So, if we want to transform our schools
into a place without any kind of violence, we.
have to deepen in this invisible violence, in
this kind of violence that is more difficult to.
recognize. And we will have to empower those kids
that mainly nowadays are invisible for the others.
Because it's very easy to recognize those kids who
are always bothering others, always treating bad.
and disturbing others and so on.
All of us know very well those kids in our classrooms.
But we have to empower those who are invisible
nowadays to change this perspective, empower them.
to give them the tools or give them the power to
become an upstander in the class. So, as we can.
see when we do this transformation, we see how
every time the bullies are more isolated, we have.
to distance this bullier and we have to recognize
the power of the others to create these different.
relations inside of our class.
So, we have a lot of results from Zero Violence Club.
One of them is how this action promotes a
true friendship that protects from violence.
It is very clear with all the examples that
we have where they are applying this action.
And also how it contributes to change this
language of ethics and language of desire that
I think that you may have worked last week in the previous session.
So, we have to consider or we have to put this
language of desire into those who are taking part.
to change these relations in our schools.
So, we can change this making violence less attractive.
At the time when we consider brave people or brave
students, those who are taking part to prevent.
violence, this language and this way to see the
relations change completely because we normally.
associate brave, the concept of being brave to the
violent one or to the most extrovert one and so on.
So, this is a radically change that we can
see also in the relations in our schools.
So, here we have some quotes from a student.
For example, one of the students.
about these educational actions, he mentioned
"when I have thought of injustices or violence,
no one has attacked me or made fun of me.
I feel safe". And we can think that this is very obvious,
but it's not obvious, neither in the universities.
We are not creating safe spaces,
especially when we talk about kids.
And this is important to change the way of doing, of applying.
educational actions to prevent always these
cases of violence. And here, if you want to see.
more information about the Brave Club, here you
have these resources. I think that it can be very.
useful for you. So, that's why I wanted to share
with you to know specifically how can you implement.
this in the schools and so on. And this other
resource, this is from a television program.
where Lidia Puigvert, the IP of this, the PI,
excuse me, of this project, she was talking with.
the kids specifically about how to prevent
bullying and the whole conversation and all of.
the relations in that program were super impressive.
So, I think that it's also a very good resource for you.
And then we move to another topic, very
linked with this taking action, and it's about.
isolating gender violence. Isolating gender
violence is the problem that we have in our.
societies when the people not only is not taking
action to protect victims, but people start.
attacking and defamating and treating very
bad those who are on the side of victims.
This is the opposite of the bystander intervention.
And all of us, all we know that.
it is very, for victims, it is very important
always to have someone who trusts on you and who.
is doing something for you, who is supporting you
to denounce, who is supporting you to explain.
which kind of situation are you facing and so on.
And as we can see, when victims have this support.
from others, from somebody from the family or
someone from the university or from the school or.
somewhere, when victims have this support, they
have the power to do something with the case that.
they are facing. When victims are completely
alone, it is impossible that they can denounce.
or they can do something to overcome the situation
that they are facing. And so, this is why I want
to mention here this kind of isolating gender
violence, because as we know and from the.
scientific research, if we don't transform or if
we don't stop isolating gender violence, we will.
never be able to end it up with gender-based
violence or with violence. And we have a lot.
of recommendations also from the European Council
about how to protect or how to take action with
those who are taking action, how to protect those who are protecting.
But the main factor here, and I just want to go a little bit….
Okay, the case here is that, especially we
from the university, we face from the moment.
when we decided, when the researchers from
CREA decided to denounce the first cases of.
gender-based violence in the universities during
the 90s, they started to receive several attacks,
defamations and so on, and a very hard isolation.
So, they decided this started in the 90s and.
then they decided to start and to analyze the
sexual harassment inside of the universities,
the relations that we have inside of the universities.
And this moment, when this.
project was at the beginning of the project and
during the whole project, these attacks and these.
defamations and this isolation was increased so much.
So, as we can see, when there is someone.
who wants to do something to protect victims, the
harrassers lobby starts to attack and starts to.
try to push them in silence, to put them in
silence and to put a lot of difficulties to.
these denounces and to these discourses.
So, as we can see in the universities, we had.
a very hard problem with sexual harassment
and we had severe data on dropping out on the.
persons who were leaving their work or leaving
their careers and so on. So, the consequences.
of sexual harassment in the universities during
all of these years has been very, very hard,
especially for victims. And one of the impacts
of that on the personal and professional lives of
those who are supporting victims is what we
understood at the beginning as second order.
of sexual harassment. We mentioned the second
order because it was not in the first, in the.
front line, but it was in this second place,
but for the reason to protect victims.
And in this way, we started to think on this
concept for the first time in the world. We had.
this statement from the 90s about this
conceptualization of second order of sexual.
harassment and we started thinking how to apply
or how to make this concept more affordable for.
any case of violence, not just for cases of
sexual harassment. And that's why we started
working with professors from different
universities, for example, Ruth Milkman.
and other professors all over the globe to
understand, trying to understand the consequences.
and the impact of this kind of attacks
to those who are standing with victims.
So, as you can see here, we have a lot of
different scientific papers on this way. We can.
see this kind of second order of sexual harassment
as this kind of humiliation, these threats and.
this lies, aimed all of them to leave victims
completely alone and to trash the personal and.
professional reputations of those who are on the
side of victims. So, the consequence of this is.
that society understands that it's better to try
to look in another way and not to take part on the
side of the victims. But working with different
social movements, working also with different.
political parties in Catalonia, we got the first
legislation in the world that includes a statement.
of this second order of sexual harassment.
So, this includes how to protect those who are.
protecting victims. And this was a historical
victory because it was the first time that one.
of our institutions all over the world includes
this protection to those who are protecting.
victims. So, we understand this second order of
violence, which is what is mentioned in our law,
as this physical or psychological violence,
repressions, humiliation or persecution.
against people who assist victims of sexist violence.
This is our pioneer legislation that.
we have. But we were working on that and we
understood that we had to change the concept of
second order of sexual harassment, as I mentioned,
to include also in the concept all of the cases.
that contain violence but not specific sexual harassment.
For example, victims of bullying,
victims of any other kind of violence.
So, that's why we nowadays, and if you want to.
do some research on this way, you will find
this concept of isolating gender violence.
And this is any kind of violence against those
who advocate for gender violence victims.
The objective of such violence is to isolate
gender violence victims and discourage reporting.
or receiving support in order to maintain the
impunity of gender violence. So, for example,
especially in these days, on Monday it was
the International Day of Prevention of.
Child Abuse, and in these days we can see, and in
the debates that we are having, especially this.
week, we can see, for example, why so many kids,
why they are not denouncing the cases
of sexual abuse that they are suffering.
And that's because of this isolating gender violence.
That's because they have no support from their
families or from their professors in the school
and so on, because no one wants to take
part in this struggle, thinking that maybe.
if I take part in this struggle and I
protect this kid, for example, in my family,
I will receive this kind of violence or
this kind of isolation, also from my family,
also from my colleagues and so on. So, we can see
how this kind of isolating gender violence affects.
in a different context and in a different space
in our society, and why this kind of isolating.
gender violence is affecting the protection of
victims, whatever they are, child or in the adult.
life. So, we have to understand how it's important
to protect those who are protected, and in this,
in the schools, it's very linked with this idea
of upstanders, and with this idea of friendship.
as a protective way to protect victims.
So, as we can see, this kind of isolating gender violence.
is affecting our community, our universities,
our political sphere, and so on. So, we have to.
think about not only how to protect victims, but
also how to protect those kids who are trying to.
protect victims from bullying, for example, and so on.
And to go a little bit again, for example,
here, we have this example of this Spanish NGO
that they are saving lives. They are saving lives
in the sea, they are saving lives of refugees who
are trying to cross the Mediterranean Sea to have.
a better life, and how they are receiving this
kind of reprisals and this kind of attacks to.
mainly this isolating gender violence, because
they are on the side of victims. So, this is.
very important to understand why sometimes people
are not taking action in these cases, because.
nobody wants to receive any kind of repression in
the case they are taking action with the victims.
For example, in this case, and we have examples
of that across Europe, this case of this brutal.
beating for defending a woman from an abuser who beat her.
This boy who decided to take action and.
who was brutally beaten from the aggressor in this case.
So, and to advance a little bit more,
one of the very pioneer moments that we
have had in the history was the moment that.
one of the main journals in Spain decided
to publish this report that you have here.
And in this report, it is the first time in our
history where they talk about not only about.
victims of sexual harassment in the university,
but also talking about victims of isolating.
gender violence in the university. So, it was the
first time to open or to break silence on this.
matter and talk about what is happening inside
of the universities, why the people don't want to
participate or don't want to denounce the
cases of sexual harassment, and this is because
this isolating gender violence. And in this way, the #WantMeTo movement.
university in our universities includes also those
who have suffered gender-based violence or sexual
harassment in the university, but also those who
have suffered any kind of isolating gender violence.
And this is one of the examples of these
solidarity networks that we have to understand
why it is important not to join or to put all
together from these different perspectives to.
overcome and to stop the cases of sexual harassment
in the universities or in the schools or.
in different places. And here are some
pictures about the #MeToo movement.
And from all of these struggles, also the
Basque country parliament decided, from Spain,
they decided to also include this isolating
gender violence in their legislation.
also like the Catalan parliament taking this
standard and they decided to apply or to create.
this law including the isolating gender violence.
So nowadays we are seeing how many parliaments.
and how many institutions are starting to include
this legislation on their laws to start protecting.
those who are protecting victims. And we developed
one of the pioneer studies in the world about,
especially about, why people don't want to take
action or why people are afraid of protecting.
victims. And this study was led by professor
Patricia Melgar and one of the main results that.
they got was that 40% of all the people who
participated in the survey acknowledged that.
they had no acted for fear or repressions.
So this is very important to understand why people.
are not taking action when they see or when they
know that something is happening in their context.
And also, and moving from, in this case, Brazil,
Brazil becomes a world pioneer in this process.
Brazil started to open this debate in their
government and started to try to understand
what is it, what is isolating gender violence
and how to include it in their legislation,
as a government, in the country government.
So this is very important to see how our.
different institutions are including this
kind of violence also to protect victims.
I would like to go a little bit far. Okay.
And yes, to conclude this, because I want to.
have then some time to do some questions or
if you want to raise some questions or so on.
So with all of this, with all the things that I am sharing with you,
we arrive in the last part of this session
about the dialogic model of conflict prevention and resolution.
This is one of the main actions that we are doing in the,
that we are including in the learning communities
as one of the main successful educational actions.
And this action departs from this perspective of
dialogic society and the community participation.
We understand that nowadays we are living in
this dialogic society, so we have to include,
as I mentioned before, we have to include
this dialogue in all the spaces where we are.
participating. And one of these spaces, there are
also the schools, one of the most important spaces.
And we have to transform or we are transforming
this traditional way of viewing of our relations.
more bidirectional, especially in the schools.
And we are starting to create these open spaces for.
dialogue and for another kind of relations.
So in this way of how to become more dialogic,
one of the successful educational actions is
the dialogic model of conflict prevention and resolution.
And what is that? What is this model? I think that.
normally we used to explain this in more than
one hour, but I will try to summarize it as.
to have an overview and then maybe if you
have questions and so on, you can, and I will,
I am sure I will give you a lot of resources
to go and to deepen a little bit on that.
We understand that violence in the schools,
violence is not something especially from families.
So it's not the problem of the family's problem.
It's not also the school's problem.
We have to break down this kind of bidirectional,
this kind of division between families and schools.
And we understand that if we want to do
something really useful and really successful,
we have to work all together on the same line.
So if we want to prevent violence in the schools,
we have to include also families and the school.
And we have to work including the whole community,
not just one part of the other. And including
all perspectives in the school, the staff,
the teachers, students and families and everyone.
This model is based on the preventive.
socialisation of violence that you know from other sessions.
This idea of involvement of the.
whole community in deciding the norms.
And this is very important because if in the schools,
the kids, they have some norms, but in the cycle
of families they decide another kind of norms,
it's impossible to agree and to do something
really effective in this way. So it's much.
more better to do something all together and try
to agree the norms that we are going to follow.
all together to ensure that both families and
teachers and students and so on, all of us,
we are going all together in the same way, trying
to ensure that the norm that we decided is accomplished.
So to do that, we need to create
these spaces of dialogue and these mixed committees,
including students, including teachers,
including staff and including families.
And what are the keys to do this implementation?
First of all, we need to understand that this is.
not a successful educational action that we can
apply as a magic idea in the schools and all the
problems will be solved. It's important to
understand that the successful educational
actions are different actions that we can
implement in the schools to guarantee the.
learning and the success for all students.
And this success includes also the prevention of
violence, because all we know that when we are
working in a safe space, we can work better than.
when we are working in a space with
violence or with other kinds of relations.
So we need to understand that we can apply this
dialogic model in the schools where we are applying
other kinds of successful educational actions,
for example, interactive groups or literary.
gatherings. And this is important because this is
a transversal action. So we will be able to work.
on this line if we are working also or if we are
including also the dialogic models in the times.
where we are working in dialogic literary
gatherings or interactive groups or other spaces.
or other actions in the school. So this is very
important because sometimes in some schools,
teachers say, OK, I'm trying to apply the dialogic
model, but I don't have the expected results.
So I don't know what should I do.
And this is not like a magic solution if you are not
trying to apply all the different successful
educational actions and if you are not trying to.
ensure the best way of developing these successful
educational actions, including families,
including the participation of the whole community and so on.
It will be very difficult to ensure.
that this prevention of violence in the schools.
And we need to understand that the schools.
have to be an open space for dialogue.
And we need to understand that the schools are
spaces of coexistence of different persons
from different religions, different origins,
different backgrounds and so on. And we need to
include all of them in the daily life in our.
schools to really prevent these cases and to
really act in these cases. Because I think that.
sometimes teachers have a fear to include families in the schools.
And sometimes there are some
teachers who think, maybe if I include, if
I invite families in my class to do some,
to do interactive groups, for example, they will
start questioning me or they will start observing me.
what I'm doing or not or so on.
But I think that as you can see with all the data we have and
with all of the scientific research that we
have been doing during all of these years,
we only with the application of these successful
educational actions, we will ensure the better.
results for the students and also the better
atmosphere or the better relations in our schools.
So, we have had in our, during our history, we
have had some different ways to solve problems
in the schools, the way the authority one,
the mediator one, but nowadays we are in this.
or our option based on the scientific research is
the community one, based on dialogue and based on.
the consensus of the norms and the rules that we
have inside of the school. And to start with this.
dialogic models, one of the things that we
can, I think that we all will understand,
is that when the rules in the schools come from
the head of the school or comes from the direction
of the school, it is very difficult that
the families and the students understand.
the meaning of the rule and the sense of the
rule, because they see the rule as something that
comes from the top down and they cannot
understand which is the sense of the rule.
And this is very different and the consequence is
very different at the moment when they can decide.
the rule all together, from teachers and families
and also the staff and also students.
When this, when the creation of the
rule includes the participation of all.
And this is, we have seven steps to create and to implement
the rule, starting from these meetings or from.
this mixed committee, where, as I mentioned, from
families and the whole communities participating
to decide which kind of problems do we
have, how we can address these problems,
which kind of norms do we need and how we
can work on that way to ensure that the
rules are accomplished in the schools.
And we have these seven steps that maybe now I think that
maybe I don't have time enough now to explain all the steps, but.
yes, the first one is this mixed committee,
so we have to create this committee,
including the egalitarian participation of
the whole community. And then from this mixed.
community we have, they propose norms and they
discuss these rules or these norms between.
teachers, parents, delegates and members from the community.
They go to the classes with these rules.
or with these proposals involving the students
in the decision of the rules and trying to see.
which kind of the rules may fit with the
interests of the students and how they can.
transform this rule into practice.
And from all of these debates in the classes, in the families,
in the assemblies of delegates, in the whole
community, at the end of the whole process,
they have to, in the schools, they have
to propose a rule. And this rule is,
we have a lot of evidences that when they
decided and they are taking part in the process,
in the decision making of this rule, they ensure
during the whole course, during the whole year,
that this rule is going to be applied in the schools.
So, for example, here I put you some
examples of the rules that we have from different schools.
For example, this one, it says no one.
should be harassed because of the way he or she is dressed.
This is one of the rules from one of.
the schools. Then, with this rule, that is very
general, we will see how to work with the rule,
how to make it more understandable for all of
the different ages that we have in the school,
how we can do some specific activities to work
during the whole course about the rule and so on.
But this is a rule that includes all the
community and also including families.
So, this is important to take into account that the
rule has to be accomplished inside of the school.
and also outside of the school, because families
are also participating in the decision making.
process of the rule. So, here I put some rules,
for example, when you treat me badly, I defend
myself, making you the magic curtain, telling you
I don't allow you, saying we can't talk to you,
asking for help, or, for example, I
cannot see very well because I have...
So, here we can see how, from a rule, we can
develop all these options to work on the rule.
during the whole course. And, for example,
this another kind of rule from another school,
for example, we have to be good friends, we
have to defend the victim. And from this rule,
from this statement, we can work during the whole
course trying to see if we are accomplishing this
rule or not, which kind of problems we have, how
we can work in this way, and so on. But I think.
that the most important thing here is to
understand that we will only overcome this kind of.
violence in the schools and this violence in our
societies when we start taking part on the side.
of victims and when we are starting to include in
the prevention and resolution processes the whole community.
And this is the perspective of these successful educational actions.
And maybe I'm going to stop here to have some
time to discuss, or if you have some questions,
and also to give the floor also to other
colleagues to explain the other things.
Thank you. Thank you very much, Dr. Mar Joanpere,
for your wonderful and inspiring presentation.
You explained us many, many, many important
issues and connected them very well with the.
previous session. So now we have a
brief time for questions and comments.
Feel free, please, all of you, anyone of you who are
interested to raise your hand or raise your
question in the chat. I know that, well, I think
that maybe some of you are already implementing
or are starting to implement some of these
successful educational actions to prevent
gender violence in schools. So if you want also
to share your experiences, this is also a great.
place and moment to do so. Sorry. If not, or when
you are thinking your questions, I have a question, Mar, for you.
You mentioned that it's not possible to overcome or to prevent gender
violence in schools if we do not support those
who assist the victims, not the victim supporters,
and so if we do not prevent isolated gender violence.
And you also described a very
successful initiative, the ZERO Violence Rape
Group, together with the Dialogic Model of
Prevention of Conflicts and Resolution.
As you mentioned, both prevent or work in the prevention
of isolated gender-based violence.
So I was wondering, maybe you can explain a little bit.
more about how they prevent, how they work this
and prevent this successfully, or maybe you can
explain a little bit more or provide an example,
for instance, on how the ZERO Violence Rape Group
also works on preventing isolated gender-based violence. Thank you.
Thank you for your question, Guiomar.
Yes, we have a lot of examples and a lot of.
scientific evidence in this perspective.
And, yeah, how they prevent isolating gender violence.
I think that from the research that we have,
when we are working to prevent violence,
I think that in this moment we have to work
at the same time to empower all the kids and.
empower all the kids and all the teachers and all the community.
We have to empower them to take.
action, to do something to protect others.
And we can empower them if they see that they will be.
protected when they act to protect victims.
It's the only way to empower others. I cannot.
empower a kid, for example, a four-year-old kid,
and I cannot tell him, "Yeah, okay, you have to.
protect victims and you have to help your peers to
solve their problems if I am not protecting him.".
So, I think that it is very, very linked how we
have to protect them to empower them at the same.
time to take action to protect victims.
Because if not, they will think, "Okay, it's impossible. I.
don't want to take any kind of action if you will
not protect me when I take part." So, for example,
we have several examples in the schools and
also in the high schools when they are working,
for example, in the Brave Club. For example, a
very recent example from last week in one of the.
schools where they are implementing the Brave Club
They understand, during all the years
that they have been in the school, they have
understood that they have to take part on the.
side of victims when they face or when they see
some kind of violence. And last week, some of.
these kids that have been trained in this Brave Club
They started in the higher education, in.
the higher school, so they leave the school.
But they have also this idea inside of them, this idea.
of how friendship can protect from the bullying
and how friendship and how Brave Club can protect.
others from facing these kinds of situations.
And it was very, very impressive also for me to see.
that they started in the higher school and
in the higher school they are not doing this,
this is another institution and there they are
not doing this Brave Club. And at the time,
they saw in the higher school some cases of
violence, all the kids coming from the same.
school, so all the kids trained in this line
of, in this way of Brave Club, started to act.
to protect victims. And it was very, very
beautiful because then they wrote an email to.
their professor, their teacher from the school,
and they explained, "Today we have seen some
cases of violence in the higher school and we
decided to take action because you trained us.
in this way." And also the answer from the teacher
was very beautiful and very, very empowering.
And I think that if we are not giving them this
power, the reaction when you see some cases of.
violence, the reaction is completely the opposite.
So, yeah, I think that it's very related,
this power that we can give them with this
prevention of isolating gender violence.
Thank you, thank you, Mar. Beatriz Rodríguez also wrote in the chat,
she said, "A very useful presentation,
really important for the school policies,
teacher procedures, and for a better and healthier, safe community.
" Thank you, thank you also Beatriz, and thank you all for
joining us today. And before we finish the session,
I would like to give the floor to Marie-Louise
Pettersson from Denmark. She's a partner of the
TeachXEvidence project and she will share
with us some of new opportunities to join
different activities that we are starting
now in the project. Thank you, Marie-Louise.
Okay, thank you, Guiomar, and thank you also to
Mar for the presentation, that was interesting.
Also to see it from another perspective,
because my school and I have been involved in.
the part of the project where we made
the presentations for the students.
And so, the reason why I also asked if I could join
here was if somebody was interested in doing
e-twinning projects based on some of the
material from the project. And right now,
I'm together with my colleague Michele, who's
also involved in the project. We have been,
because we have less time, we don't have a whole
school year, but we will probably just do it,
have three months to do a project in.
We have picked out a few parts of the project and we
call it "Love and Consent". So, we've decided
to focus on the part of the love part or the.
ideas of good girls, bad girls, bad boys, good
boys in this part of the project, and the ideas
of attraction and the language of desire in
this part, and then also with the consent.
So, we have been trying to, by my contacts as an
e-twinner on the platform, where I've tried to
directly ask people. And so far, actually until
yesterday, we didn't have any, but then I made
an announcement more on the, I don't know how
many people of you, the participants, know and.
use the e-twinning or know the e-twinning
platform, but there is a place where you can.
make a full announcement and everyone can see it.
And so, I waited until yesterday to put it there,
and then I actually got a reply from someone in Italy.
And I just took some screenshots from
the, not from, because I don't want to, because
the e-twinning part, I can't, you know, as this
is being recorded, but I'll just show you from the
announcement that I made, so it gives you an idea.
So, if I can remember how you share on the screen.
I don't know if I'm sharing now. No?
Am I sharing? No, I'm not. I don't know if you are.
Can you share it now? No, it says host disabled
participant screen sharing. Yeah. So, maybe you
can, if you can allow me, otherwise I can just.
explain. Yes, wait, wait a second.
David, can we give him permission? I can do it. Okay.
Okay, now you can do it. Thank you.
Okay, I'll try. Just a moment. It's interesting,
and during the corona, everyone was very into
this, but I hope, I don't know if I'm sharing now.
Can you see? Now, yeah, now. Yeah, thank you. Okay. So, this is just,
how do you say, screenshot from the e-twinning
portal, where I, so, as you can see, I wrote,
this is the top part, where you can see we're
a Danish school looking for partners. We only.
want small, simple project, and then we have a
more description, so we hope that we can establish
the twin space in December, so that's the mutual
class, digital classroom for the students,
and then, so that in January, we work on what is
love, and how is it described in our cultures,
in music, film, etcetera, and what roles do
people have when they date, what roles are there
in relationship, and then we have in February, how
ideas about good girls, etcetera, in our culture,
and then March, the consent part, and then the
idea is that we work in transnational groups
and have discussions, and then below here, we just
put some, a little bit background information,
because we know people are busy, so maybe they
only read the top part, but if they have more
time, then they might read a little bit more,
so we just describe very shortly the project,
and in that way, we will just pick out a
few parts of the PowerPoints, and then,
and use the English part, so the partner school
can use them too, and show them to their students,
and we are, so, we have no idea how it's going to
be, how it's exactly going to run, practically,
but we have an Italian response, responding
yesterday, so that was really nice,
because I was starting to get worried if somebody
actually wanted to do it, also because it's a.
little bit delicate matter, so, yeah, so this
was just to, and I don't know if other schools,
because I know, I can see ITAR is in, is it
here too, because I know that we had also
talked about it, maybe schools in Portugal or
Spain are into, want to do e-twinning projects too,
and I think the more different countries we can
get involved, the more the message is spread out,
and yeah, so I'll just stop sharing.
I don't know if there are any questions.
Thank you, thank you very much, Marie Louise, I think
it's absolutely, it's a wonderful opportunity for.
joining this project and for scaling up some of
the access from the TeachXEvidence project,
and I hope, yeah, these are great news from Italy,
so we hope for the next days and weeks of other
countries, other schools may want to join this initiative. Thank you.
Also, if anyone has any doubt, you can write
us to our, to the project email contact,
and we will keep you in contact with Marie Louise,
or if you think it's a good idea, so anyone
interested can write us, and we will share with
you the contact with Mariluise, maybe with the.
other colleagues. Okay, so thank you, and last but
not least, Ana Martínez will share the project.
website with you, so you will have more information
about the project and how to keep in contact with us also.
Thank you, Guiomar. I'm going to share my screen.
Can you see my screen? Yes. Yes, perfect.
Well, on this website, you can learn more about this.
project if you are interested.
We will also announce future activities on this website,
and right now, the website includes important
information regarding the project, such as.
the context, the problem, the objectives,
the target, the methodology, and the impact.
Also, in the consortium section, you can find
the names of the partners of the project.
On this website, we will share resources
from the seminars we have done, okay?
The website will keep growing with new content, and we
will create a virtual community of the project
to keep in contact and share the ideas we implement in the future.
Finally, we have a session on the website with
the project social media and email.
Here, the social media and the email.
Please feel free to contact us through these channels,
and this is all. Thank you, Ana.
Finally, we would like to share the social impact assessment
questionnaire for these webinars.
Those of you who wish to participate can complete it.
Those of you who have assisted to these webinars, we will share it.
We will send a link in the chat.
Ana, you can share it, please. We will also send
this link, this social impact assessment by email,
together with the links to the recordings of
the past webinars. If you want to share the
webinars, the recordings with other colleagues,
or if you want to watch them in the future,
you will be able to do so. Thank you all very much
for participating in this webinar. It has been.
a pleasure to share these sessions with you in November.
We want to thank the INTEF and the
ITE group in etwinning in Spain for their support.
We want to also thank the faculty of education, UNED Media,
for being there, and the coordination team of
the TeachXEvidence project for coordinating
and organizing this session. We look forward to
staying in touch in the upcoming activities of
the project with you in the future.
Thank you very much. See you all. Thank you.
Thank you. Bye.
See you. Bye.
Bye. Bye.