From Bystanders to Upstanders: Supporters and Key Informants for Victims of Gender Violence.

Scientific literature has presented relevant evidence about the existence of gender violence in science and has evaluated some programs and actions against this problem. Although many researchers have identified the importance of those intervention programs to overcome this harassment, it is still a predominant reality in institutions, surrounded by the law of silence. Emerging lines of research are studying which of those programs are successful in this endeavor, and their transferability to other contexts. This research has analyzed one program: Programme of Women's Dialogic Action (ProWomenDialogue). To gather evidence for expressing whether or not ProWomenDialogue has an impact, and whether it constitutes a successful action against harassment, the SIOR (Social Impact Open Repository) criteria, emerging from the FP7 IMPACT-Project, have been used for the evaluation of this research's social impact. Drawing on SIOR, ProWomenDialogue shows unprecedented transformations in academia through six lines of action. The political impact led to legislation that made compulsory the creation of equality committees and protocols against sexual harassment. Social impact, aligned with SDG 5, inspires the reduction of GBV, while encouraging the career promotion of female researchers. ProWomenDialogue embodies a Successful Action platform against violence, presenting their features as recommendations to be implemented in other settings.

Citizen Debates in Social Networks about Didactic Resources for Mathematics.

Citizens are increasingly turning to social media to open up debates on issues of utmost importance, such as health or education. When analyzing citizens' social media interactions on COVID-19, research has underlined the importance of sharing and spreading information based on scientific evidence rather than on fake news. However, whether and how citizens' interactions in the field of education, particularly in mathematics, are based on scientific evidence remains underexplored. To contribute to filling this gap, this article presents an analysis of citizen debates in social networks about didactic resources for mathematics. Through social media analytics, 136,964 posts were extracted from Reddit, Instagram, Twitter and Facebook, of which 1755 were analyzed. Results show that out of the 213 posts of citizen debates on didactic resources for mathematics, only two contained scientific evidence and eight claimed to contain scientific evidence. These findings highlight the importance of promoting actions to encourage citizen debates around didactic resources for mathematics based on scientific evidence.

Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities.

Adolescent gender-based violence prevention and sexuality education is a topic of current concern given the increasing numbers of violence directed at girls. International organizations indicate that one in three girls aged 15 to 19 have experienced gender-based violence in their sexual relationships that this risk may be as much as 3-4 times higher for girls with disabilities. Following the good results obtained in the research project "Free_Teen_Desire" led by the University of Cambridge and funded by the Marie Curie Actions Program in the prevention of gender violence in adolescents through Dialogic Feminist Gatherings (DFG), the aim of study is to analyze Its transfer and impact on adolescent girls with intellectual disabilities. The DFGs are here understood as generators of a more dialogic environment for girls in general and we wonder if and how It is extended to the context of girls with disabilities. Thus, the research takes the form of a case study with a communicative approach on a DFGs. The intervention is carried out in a special school located in Valencia during the 2018-2019 and 2019-2020 academic years with a group of 19 non-mixed female students, female teachers, and the mother of one of the students. The study analyzes which are the transfer criteria to incorporate the DFGs in a special education context and what is their impact on the prevention of gender violence in girls with disabilities. The data collection techniques consist of two in-depth interviews, analysis of the field diary of 24 intervention sessions and a focus group with seven teachers. It is demonstrated that DFGs are successfully transferred to the special education context of the case study. The results show how contexts of safety, solidarity and friendship are generated which protect adolescent girls with disabilities from relationships with gender violence.

Contributions of Socioneuroscience to Research on Coerced and Free Sexual-Affective Desire.

Neuroscience has well evidenced that the environment and, more specifically, social experience, shapes and transforms the architecture and functioning of the brain and even its genes. However, in order to understand how that happens, which types of social interactions lead to different results in brain and behavior, neurosciences require the social sciences. The social sciences have already made important contributions to neuroscience, among which the behaviorist explanations of human learning are prominent and acknowledged by the most well-known neuroscientists today. Yet neurosciences require more inputs from the social sciences to make meaning of new findings about the brain that deal with some of the most profound human questions. However, when we look at the scientific and theoretical production throughout the history of social sciences, a great fragmentation can be observed, having little interdisciplinarity and little connection between what authors in the different disciplines are contributing. This can be well seen in the field of communicative interaction. Nonetheless, this fragmentation has been overcome via the theory of communicative acts, which integrates knowledge from language and interaction theories but goes one step further in incorporating other aspects of human communication and the role of context. The theory of communicative acts is very informative to neuroscience, and a central contribution in socioneuroscience that makes possible deepening of our understanding of most pressing social problems, such as free and coerced sexual-affective desire, and achieving social and political impact toward their solution. This manuscript shows that socioneuroscience is an interdisciplinary frontier in which the dialogue between all social sciences and all natural sciences opens up an opportunity to integrate different levels of analysis in several sciences to ultimately achieve social impact regarding the most urgent human problems.