https://hdl.handle.net/10481/24458 Sat, 11 Apr 2026 22:29:46 GMT 2026-04-11T22:29:46Z https://hdl.handle.net/10481/85668 The European Educational Policy and Early School Leaving: A Conceptual Analysis from the Perspective of the Leaving Subject Guerrero Puerta, Laura M. This article presents a conceptual analysis of the European educational policy concerning the phenomenon of early school leaving (ESL). It addresses the literature on ESL, emphasizing the importance of studying policies from the perspective of the constructions made of the leaving subject. The concept of lifelong learning is examined, along with its relevance in shaping the subject who leaves within European policies. Additionally, the presence of “double gestures” in educational policies is explored, where, while promoting inclusion, they simultaneously produce exclusion of certain individuals. The influence of the neoliberal approach on the conception of ESL is discussed, and the need to consider alternative approaches to avoid homogenizing the group of young individuals who leave school prematurely is proposed. This research is associated with the project funded by EDU2014-52702-R Project (Ministry of economy and competitivity of Spain) and the Author Doctoral Thesis. But funding has being fully assumed by the authors. The APC was funded by National University of Distance Education IOAP program, and partially paid by author. https://hdl.handle.net/10481/85668 https://hdl.handle.net/10481/81797 Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review Guerrero, Miguel Ángel; Guerrero Puerta, Laura M. The importance of achieving an inclusive education to ensure parity and equality between genders is a worldwide challenge. Consequently, it is essential to rethink the various places and spaces within the school environment where gender inequalities are produced. Physical education is one of these spaces which has been identified as a problematic area in the literature. In order to address this issue and respond to the needs identified in the research, this systematic review presents action initiatives aimed at applying certain teaching strategies highlighted in the study. The PRISMA method was used to review 274 studies which explore this topic at various levels of education, emphasizing the need for coeducational teaching of physical education and the necessity of proposing motivational tasks for both sexes. In particular, results show that some studies have focused on the need for physical education teachers to be aware of potential gender-biased structures when developing curricula, approaches and materials. Other research has highlighted that in order for physical education classes to be inclusive, equitable opportunities must be provided for all students to participate. In addition, strategies should be implemented which promote positive attitudes towards physical activity by addressing any underlying gender stereotypes and by breaking down traditional boundaries that exist between genders. In conclusion, this systematic review has identified a number of teaching strategies which could help teachers create an equitable learning environment within physical education classes. This could subsequently lead to greater success in achieving an inclusive education which promotes parity and equality between genders. This research is associated with the project funded by University of Granada, grant number INV-IGU 195-2022. But funding has being fully funded by the authors. The APC was funded by MDPI through reviewer vouchers, University of Granada IOAP program, and partially paid by authors. https://hdl.handle.net/10481/81797 https://hdl.handle.net/10481/71535 Introducción: A los 50 años de la Ley General de Educación de 1970 Fernández Soria, Juan Manuel; Sevilla Merino, Diego The commemorative opportunity is only a circumstance that prompts to investigate the General Education Act (LGE) of 1970 fifty years after its approval. Another more essential reason invites its study: to investigate with new analyzes and new perspectives on what the LGE meant for the modernization of the country and for the transition between Franco's education and constitutional education. This requires examining the precedents of the 1970 Law and paying attention to the place that the LGE has occupied in educational historiography, in which an evolution towards current historiographic trends is visible. In these highlights the study of international influences in the process of educational modernization, the different iconographic discourses with which the LGE is represented, the protagonism of some of its traditional actors, the rereading of timeless themes present in the Law, and the debates that this generates in the collective memory. These questions are addressed here from the historian's workshop, which are enriched on this occasion with testimonies of individual memories, protagonists in the gestation, development and application of the 1970 Law. https://hdl.handle.net/10481/71535 https://hdl.handle.net/10481/71471 La Ley General de Educación de 1970, ¿una ley para la modernización de España? Fernández Soria, Juan Manuel; Sevilla Merino, Diego El artículo pretende desarrollar aspectos que ayuden a una mejor comprensión de la Ley General de Educación de 1970, y para ello examina los factores que permiten hablar de una Ley para la modernización de España. En este sentido se ha considerado que el rasgo más definitorio de la Ley es su ambición modernizadora del sistema educativo; de ahí que se concrete el concepto «modernización» y se estudien los precedentes y los ejes modernizadores de la Ley. También se ha prestado atención al contexto socioeconómico y político que ayuda a entender mejor su aparición. Dada su importancia, el artículo se detiene en analizar los obstáculos y resistencias que dificultaron su génesis y su aplicación, así como las controversias que han surgido a partir de la reforma que promovió. Finalmente, a modo de discusión, se hace una valoración de la misma teniendo en cuenta los aspectos que conforman el concepto «modernización».; The article aims to examine aspects that help to better understand the General Education Act of 1970 by analyzing the factors that made it a Law for the modernization of Spain. The defining feature of the Law was the ambition with which it sought to modernize the educational system; hence, we focus on the concept of «modernization» as well as its precedents and the modernizing axes contained in the Law. We also look at the socio-economic and political context that help to explain its creation. Given the law's importance, the article pays special attention to the obstacles and resistance that made its genesis and application so difficult, as well as the controversies that have arisen from the reform it promoted. Finally, by way of discussion, an assessment of the law is made taking into account the aspects that make up the concept of “modernization”. https://hdl.handle.net/10481/71471 https://hdl.handle.net/10481/37415 El proceso de valoración de los centros educativos por parte de las familias de clase media: el papel del orden expresivo en la búsqueda de la «distinción» Olmedo Reinoso, Antonio; Santa Cruz Grau, Luis Eduardo El presente artículo analiza la valoración que realizan las familias de clase media sobre el orden expresivo de distintos centros educativos. La composición social del alumnado, el proyecto educativo, la titularidad y el ambiente general son aspectos valorados por los padres durante el proceso de escolarización de sus hijos. Buscarán centros con «prestigio social», sean éstos públicos o privados, donde acudan otras familias con similares características socioculturales, con las que compartan valores y ambiciones. Concluimos que el proceso de elección de centro forma parte de aquellas dinámicas de cierre social destinadas a posicionar a los hijos en una situación privilegiada y ventajosa frente a otros.; This article analyses the evaluation made by middle-class families regarding the expressive order of different schools. The social composition of the pupils, the educational project, their public or private character and the general atmosphere are highly valued aspects by those parents during the schooling process of their children. They look for schools with «social prestige», either public or private, where other families with similar socio-cultural characteristics, values and ambitions are also sending their children. We conclude that the school choice process is part of wider social closure dynamics destined to situate their children in a more privileged and advantageous position. https://hdl.handle.net/10481/37415