The article “Work-family balance in times of COVID-19: survey-study”, authored by Maria Rosa Buxarrais (UB), Juan Llanes Ordóñez (UB) and Angelina Sánchez-Martí (UAB) has been recently published in the journal Cogent Education.

Abstract

“The COVID-19 pandemic has led transformative changes worldwide, significantly affecting work-family balance. This cross-sectional survey study conducted during the early stages of the global pandemic (April-to-May 2020) presents findings from a snowball convenience sample of 383 employed adults with children in Spain. It delves into the evolving dynamics of work-family conciliation during confinement. The study findings unveil two distinct family profiles: those grappling with substantial work-family challenges (63.9%) and those experiencing minimal disruptions (36.3%). Noteworthy are the significant gender-related differences, family size, and the perception of personal freedom as pivotal factors shaping these profiles. The current study underscores the urgency of democratizing family life and elevating work-family conciliation as a core element of values education in a post-pandemic world“.

The article is available, free of charge, in the Articles Section.

The article “Towards a post-democratic era? Moral education against new forms of authoritarianism“, authored by Dr. Maria Rosa Buxarrais (Univ. of Barcelona), Dr. Vicent Gozálvez (Univ. of Valencia) and Dr. Cruz Pérez (Univ. of Valencia), was published online yesterday in The Journal of Moral Education.

Abrastract

“Educating in a convulsed political context demands a detailed analysis of the new circumstances of our times, especially the current democracy crisis. According to the latest reports issued by international evaluation organisations, one of the greatest challenges for democratic citizenship is the emergence and rise of authoritarianism within the framework of the so-called post-democracy, and also in the manifestations known as illiberal democracy. Moral and civic education has to respond to this challenge. With this in mind, we propose revitalising a participative and deliberative democracy model, rethinking the basic values in citizens’ education, redefining the relation between what is public and what is private, and empowering sensitivity and free creation in the new maker culture“.

The article is available for suscribers in this link.

Last month, the book The International Handbook of Teacher Ethos, edited by Fritz Oser, Karin Heinrichs, Johannes Bauer and Terence Lovat has been published by Springer. Among its 27 chapters, the handbook includes “Teacher’s Ethos and Moral and Professional Identity“, authored by Dr. Buxarrais.

From the Introduction of the handbook:

This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world’s foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research.

Abstract of Dr. Buxarrais’ chapter: “Teacher’s Ethos and Moral and Professional Identity“

The professional identity of teachers and the moral dimensions of their work and authority are issues increasingly challenging in contemporary, global and diverse societies. This chapter addresses them, at first in theoretical terms, discussing the tension between the initial idealism of novice teachers versus the growing realism of experienced teachers, the tension between vocation and profession, and teacher’s ethos. Secondly, in empirical terms, based upon 19 face-to-face semi-structured interviews with experienced professionals, from public and private schools in Catalonia, pointed out by their peers as examples of good teachers. Their responses about the features that define a “good teacher” are analysed according to the attributed: (a) personal characteristics; (b) capacities; (c) ethical values; and (d) competences. Overall, their views underscore the importance of establishing positive and caring relations with pupils, fostering mutual trust among them, and educating them in values and morals, at least implicitly, by example. Also considered are variables such as the moral leadership of teachers in the classroom, their social and emotional skills, and their self- knowledge. Finally, the implications of the study are put in the context of the Model of Moral Personality Construction, which integrates key elements of other approaches to Character Education.

The article “La perspectiva feminista en la educación y sus debates actuales“, authored by Dr. Maria Rosa Buxarrais (University of Barcelona) and Dr. Sofía Valdivielso Gómez (University of Las Palmas de Gran Canaria), has been recently published.

Abstract
We are facing a social debate on feminism that is favoring the resurgence of very old misogynist thinking. The achievements of recent decades in relation to the advancement of equality between the sexes are being distorted and it seems that feminism is responsible for unleashing the baser instincts and hatred. This prevents us from listening to what is really being said. Prejudices prevent us from doing so. This article delves into the historical development of feminism as a political theory and praxis, examining its different moments from pre-modernity to post-modernity. It shows that feminism as a political theory and as a social movement has been analyzing reality for more than three centuries now and has built up knowledge that is essential for understanding today’s societies and the debates that are taking place in them. It is important to convey that feminism is a humanism that seeks to build societies based on the values of equality, justice and freedom. For this to be possible, it is necessary to incorporate the ethics of care in the classroom. A care that goes from the egocentric to the world-centric, that includes all of us and that transcends the human to also include nature and all living beings. The education we need must be directed towards the realization of basic universal values and the construction of fairer and more inclusive societies. It is therefore urgent to give it more space and prominence in the education system and in the curriculum.

The article can be freely downloaded in the Article Section of the website.

The project Ciudades que cuidan, coordinated by the Mémora Foundation seeks to involve the whole society in participating actively in people’s last days of life. It is a holistic model of integral care to cover all medical, social and community needs of the person.

Maria Rosa Buxarrais, together with four other professionals of different academic backgrounds, has written the article “La educación como punto de partida“. The paper is available for free downlad in the digital library that the project Ciudades que cuidan has in their website.