International Journal of Sociology of Education https://hipatiapress.com/hpjournals/index.php/rise <p>The <em><strong>International Journal of Sociology of Education</strong></em> (known by its acronym RISE) is a scientific journal of the Editorial Hipatia that publishes technical articles and original research results from the field of education with different methodological approaches in order to provide specific scientific advances in the socio-educational field. In this sense, RISE will publish disciplinary and interdisciplinary works related to the most relevant theories and educational research developed from a social perspective that provide elements that contribute fundamentally to social transformation and overcoming social inequalities from education.</p> <p>This scientific journal arises from the need to respond to the excessive determinism and dogmatism with which educational issues have been treated since the sociology of the reproductive role of education in society. The RISE aims to analyze not only in a descriptive way the socio-educational elements that reproduce social inequalities and even increase them, but also the models, variables, scientific evidence and educational actions that affect social change and the overcoming of inequalities. In short, RISE aims to be an international space for debate and criticism through the presentation of theoretical and practical contributions from the sociological field that can favor the improvement of our societies through education. The journal is aimed primarily at scientific and research staff and other key actors who wish to keep abreast of the latest developments in the sociology of education. It is a quarterly electronic publication that appears in the months of February, July and October. Papers can be publsihed in English or Spanish.</p> <p><strong>Peer review Policy:</strong> The editorial board will review the works received by the journal and it elaborates the corresponding report for the acceptance or rejection of the article, based on the criteria of quality, as much as formal and of adjustment to the own contents of this journal.Once it is verified the adjustment of the works, these are sent to two external expert people for a valuation by means of the system of " double blind" or " peer review". In case of discrepancy, there will be one third person that reviews. Once the evaluations of articles by this external procedure have been done, the author(s) will be notified the acceptance or not and, in necessary case, will be asked for the modifications suggested in the evaluation reports. In this last case, once the original text has been re-elaborated by the author(s), the work will be evaluated again by the Editorial board, according to the initial valuations realised and contained in the referred information.</p> <p><strong>License:</strong> Until October 5, 2013, the scientific journals of Hipatia Press were published under the Creative Commons Attribution-NonCommercial-NoDerivativeLicense (CC BY NC ND). Hypatia Press decided to change the license and use <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">Creative Commons Attribution (CC BY)</a> as recommended by the <a href="http://www.budapestopenaccessinitiative.org/" target="_blank" rel="noopener">Budapest Open Access Initiative</a> in light of its commitment to Open Access.</p> Hipatia Press en-US International Journal of Sociology of Education 2014-3575 <p>All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.</p> I Justify Myself, Therefore I am. Regimes Of Justification In Chilean Elite Universities https://hipatiapress.com/hpjournals/index.php/rise/article/view/7851 <div> <p class="Abstract"><span lang="EN-US">Few studies focus on understanding the role of universities in the elites’ legitimation processes. This article examines how elite universities -in the context of Chilean tertiary education massification- actively create privileged statuses. Focusing on eight case studies, we examine how these universities justify their roles and existence, generating distinctions that promote highly exclusive spaces, replicating elite privilege. Through 48 semi-structured interviews, this article focuses on understanding the justification arguments employed by faculty and deans from these elite institutions. Following Boltanski’s and Thévenot’s theoretical model, the results illustrate three different justification regimes: i) arguing for their elite status within the university system; ii) justifying the role they fulfil within Chilean society; and iii) defending their existence in the social structure. These regimes combine arguments relating to social justice, efficiency and market system performance in an eclectic and pragmatic way.</span></p> </div> Maria Luisa Quaresma Cristobal Villalobos Mario Fergnani Bárbara Diaz Copyright (c) 2024 International Journal of Sociology of Education http://creativecommons.org/licenses/by/4.0 2024-02-23 2024-02-23 13 1 1 19 10.17583/rise.7851 Studying in a Pandemic: Analysing the Effects of Online University Teaching Using Photovoice https://hipatiapress.com/hpjournals/index.php/rise/article/view/12950 <p>The aim of this paper is to analyse the effects of online teaching in the context of a pandemic on the experiences of university students at the Universidad de Granada (Spain). For this purpose, the photovoice method was applied, adapted to the online context, and performing a qualitative analysis of text and image material collected. Socioeconomic, gender and geographical origin differences were addressed. A total of 99 students from three undergraduate degree courses and two different academic years participated in the research. The main results indicate that the key effects of online teaching in a pandemic have fundamentally impacted three key aspects: the structural conditions of study and work organisation strategies, the teaching-learning process, and the emotional well-being of students. The greatest difficulties have resulted from the destructuring of learning times and spaces, the lack of places and resources to study, the isolation and depersonalisation of the teaching process, the intensification of their workload, and the lack of adaptation of teaching methodologies. However, positive aspects such as learning new resources, cost savings and flexibility in learning are also highlighted.</p> María Luisa Jiménez Rodrigo Patricia S. Sánchez-Muros Lozano Copyright (c) 2024 María Luisa Jiménez Rodrigo, Patricia S. Sánchez-Muros Lozano http://creativecommons.org/licenses/by/4.0 2024-02-23 2024-02-23 13 1 20 42 10.17583/rise.12950 The Non-Neutrality in Social Education: Positioning of Catalan Public Universities on Gender Violence https://hipatiapress.com/hpjournals/index.php/rise/article/view/13783 <p class="Abstract"><span lang="EN-US">Through a discursive analysis using proposals from Feminist Action-Participation Research and Communicative Methodology, the idea of neutrality and non-neutrality in Catalan public universities will be examined, generally, and in the Social Education degrees and their relationship with gender violence, specifically. It is emphasized that the supposed neutrality in social education is fictitious, as various factors such as the beliefs and values of the teaching staff, the political system, ideologies, available resources, and the country's context influence the curricular content, how it is taught, how students interpret it, and how they apply it to their lives. In this sense, the need to work towards offering a variety of perspectives and fostering critical thinking in students is proposed. Likewise, the importance of actions and awareness going hand in hand is suggested to reverse the situation and address the need to improve training to prevent gender violence.</span></p> Ginés Puente Sara Carbonell Copyright (c) 2024 Ginés Puente, Sara Carbonell http://creativecommons.org/licenses/by/4.0 2024-02-23 2024-02-23 13 1 43 61 10.17583/rise.13783 Pedagogical Response to the Needs of Preschool Children in a Disadvantaged Situation https://hipatiapress.com/hpjournals/index.php/rise/article/view/12737 <p class="Abstract"><span lang="EN-US">The aim of this article is to analyse the pedagogical response of Croatian ECEC teachers to the needs of preschool children in a disadvantaged situation. The quality of pedagogical practise to prevent unfavourable developmental trajectories in children in a disadvantaged situation, particularly in the Croatian system, is poorly researched. A vignette describing an imaginary child in a disadvantaged situation was used and 35 preschool teachers from 15 ECEC institutions described in writing in an online application how they would support the child in his or her development. The qualitative thematic analysis was conducted according to the five components of the strengths-based approach (relationships, empowerment, collaboration, strengths and focus on change). This approach assumes that through reciprocal relationships between children, parents and teachers, previously agreed goals are achieved and personal resources, motivation and belief in the possibility of achieving sustainable change are unleashed. The results show that ECEC teachers are predominantly oriented towards individual components of the strengths-based approach (quality of relationships, focus on children's strengths), while the implementation of the entire strengths-based approach in its entirety is lacking. It is emphasised that the strengths-based approach needs to be more strongly affirmed in Croatian ECEC system so that its principles are recognisable in the pedagogical practise of all ECEC teachers.</span></p> Dejana Bouillet Copyright (c) 2024 Dejana Bouillet http://creativecommons.org/licenses/by/4.0 2024-02-23 2024-02-23 13 1 62 80 10.17583/rise.12737