Examinando por Autor "Soler Gallart, Marta"

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    Optimal methodology for addressing the social impact component within project proposals and Curriculum Vitae
    (Hipatia Press, 2024) Gutiérrez Fernández, Nerea; Zubiri Esnaola, Harkaitz; López de Aguileta, Garazi; Elboj Saso, Carmen; Soler Gallart, Marta; Flecha García, José Ramón
    The scientific and grey literature have highlighted the increasing relevance of the social impact of research. More and more, funding and evaluation agencies are using social impact as a required criterion when assessing the excellence of research proposals and researchers’ CV. However, research has identified elemental confusions about what social impact is in most research proposals, CVs and consulting companies. Based on the communicative methodology which co-led the creation and elaboration of the priorities of social impact and co-creation, the study presented in this paper includes the knowledge co-created along years of dialogues with scientists and citizens and a documentary analysis of four official documents on social impact and researcher evaluation. Results identify the first scientific six guidelines to date on how to include researchers’ actual or potential social impact in the research proposals and CVs1) To avoid confusing social impact with dissemination or transference; 2) To identify the concrete social impact of the specific scientific knowledge created by the authors; 3) To precise the concrete indicators of each social impact; 4) To specify the concrete sources; 5) To identify the interactive social impact; 6) To include the potential social impact
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    Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings
    (Springer Nature, 2023-12) Allotey, Eugenia; García Carrión, Rocío; Villardón Gallego, Lourdes; Soler Gallart, Marta
    Discrimination and educational inequalities continually affect lifelong learning opportunities among marginalized groups in the 21st century. In Ghana and many parts of Sub-Saharan Africa, children from rural and urban poor communities, ethnic and linguistic minorities and those in displaced situations have experienced discrimination and marginalization in education for decades. However, few studies propose ways marginalized students in Ghana can transform their experiences in school. This paper explores how participating in a dialogue-based intervention named Dialogic Literary Gatherings (DLGs) transformed the educational experiences of marginalized students. An ethnographic-case study was conducted with 8th-grade students in a compulsory school in Southeastern Ghana. Focusing on the personal accounts of seven students, our findings show that the DLGs created affordances for marginalized students to engage in egalitarian dialogue, share their grievances while transforming relationships and attitudes with their peers and boost participants’ self-confidence, eventually transforming their educational experiences. This is relevant for practitioners and stakeholders seeking innovative strategies that potentially transform discriminated and marginalized students’ experiences and potentially keep them in school