Virginia Martínez Lozano
Biographic Data
| ID | 1502433 |
|---|---|
| NAME | Virginia Martínez Lozano |
| GIVEN NAMES | Virginia Martínez |
| FAMILY NAME | Lozano |
| SIGNATURE | LOZANO V M |
| AFFILIATIONS | Universidad Pablo de Olavide |
| ORCID | 0000-0002-2426-6255 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A sociocultural analysis of identity construction in youth participating in a socio-educative program aimed to prevent radicalization
This article analyses youth radicalization processes in a culturally diverse and socially marginalised context in northern Morocco. Radicalization is approached as a multidimensional process linked to identity construction, struggles for recognition and structural inequalities. The study adopts a Participatory Action Research (PAR) methodology, combining participatory workshops, semi-structured interviews, focus groups and participant observation…
Propuesta para una educación intercultural crítica basada en la Investigación por diseño social
Este artículo presenta un metaanálisis de un conjunto de trabajos que tiene como objetivo formular una propuesta de educación intercultural a partir de una revisión crítica de la evolución del concepto y del análisis de dos décadas de investigación por diseño social. Metodología: El corpus de investigaciones analizadas desarrollaron estudios cualitativos, participativos y orientados al codiseño en dos experiencias educativas y comunitarias: el Pr…
Re-envisioning collaborative university-community engagement through a critical ethnographic lens: Transformative hybrid scenarios
This article presents an analysis of an ethnographic research conducted in two schools serving marginalised Roma populations in Barcelona and Seville. The analysis draws upon a broader ethnographic project involving 29 schools across six Spanish cities, all serving children from low-income, minority, and immigrant backgrounds, who have been disproportionately impacted by COVID-19. The present article will concentrate on ethnographies (participant…
Posiciones identitarias del profesorado frente a situaciones de emergencia social: Aprender en tiempos de crisis
Este estudio explora cómo una situación de emergencia social, en tanto incidente crítico, puede impactar en la identidad del profesorado, analizando qué aspectos de esta identidad se despliegan como respuesta a la crisis y qué posiciones del yo (PY) facilitan/impiden el cambio y la resiliencia. Se trata de un estudio cualitativo interpretativo que recoge información a través de entrevistas en profundidad a profesorado de 29 centros públicos españ…
Does service learning make a difference? comparing students' valuations in service learning and non-service learning teaching of psychology
As a pedagogical approach, Service Learning (SL) has blossomed in the field of education, proving its effectiveness regarding academic results and in relation to social commitment. Our goal was to offer students the possibility of participating in professional scenarios measure the impact that SL benefits has on students’ valuations and perceptions of their respective learning processes and to see whether it differed from results coming from a no…
The value positions of school staff and parents in immigrant families and their implications for children's transitions between home and school in multicultural schools in Andalusia
A Cross-Cultural Study of Observed Conflicts Between Young Children
Young children (5 to 6 years old) from an individualistic (the Netherlands) culture and a collectivistic (South of Spain: Andalusia) culture were videotaped during leisure time on their school playground. Based on the perspective of individualism-collectivism (IND-COL), cultural differences were expected with respect to observed conflict behaviors. Conflict episodes were analyzed with respect to conflict issues, strategies, and outcomes. In Andal…
Does service learning make a difference? comparing students' valuations in service learning and non-service learning teaching of psychology
As a pedagogical approach, Service Learning (SL) has blossomed in the field of education, proving its effectiveness regarding academic results and in relation to social commitment. Our goal was to offer students the possibility of participating in professional scenarios measure the impact that SL benefits has on students’ valuations and perceptions of their respective learning processes and to see whether it differed from results coming from a no…
A Cross-Cultural Study of Observed Conflicts Between Young Children
Young children (5 to 6 years old) from an individualistic (the Netherlands) culture and a collectivistic (South of Spain: Andalusia) culture were videotaped during leisure time on their school playground. Based on the perspective of individualism-collectivism (IND-COL), cultural differences were expected with respect to observed conflict behaviors. Conflict episodes were analyzed with respect to conflict issues, strategies, and outcomes. In Andal…
A Cross-Cultural Study of Observed Conflicts Between Young Children
Young children (5 to 6 years old) from an individualistic (the Netherlands) culture and a collectivistic (South of Spain: Andalusia) culture were videotaped during leisure time on their school playground. Based on the perspective of individualism-collectivism (IND-COL), cultural differences were expected with respect to observed conflict behaviors. Conflict episodes were analyzed with respect to conflict issues, strategies, and outcomes. In Andal…
The value positions of school staff and parents in immigrant families and their implications for children's transitions between home and school in multicultural schools in Andalusia
Does service learning make a difference? comparing students' valuations in service learning and non-service learning teaching of psychology
As a pedagogical approach, Service Learning (SL) has blossomed in the field of education, proving its effectiveness regarding academic results and in relation to social commitment. Our goal was to offer students the possibility of participating in professional scenarios measure the impact that SL benefits has on students’ valuations and perceptions of their respective learning processes and to see whether it differed from results coming from a no…
Posiciones identitarias del profesorado frente a situaciones de emergencia social: Aprender en tiempos de crisis
Este estudio explora cómo una situación de emergencia social, en tanto incidente crítico, puede impactar en la identidad del profesorado, analizando qué aspectos de esta identidad se despliegan como respuesta a la crisis y qué posiciones del yo (PY) facilitan/impiden el cambio y la resiliencia. Se trata de un estudio cualitativo interpretativo que recoge información a través de entrevistas en profundidad a profesorado de 29 centros públicos españ…
Re-envisioning collaborative university-community engagement through a critical ethnographic lens: Transformative hybrid scenarios
This article presents an analysis of an ethnographic research conducted in two schools serving marginalised Roma populations in Barcelona and Seville. The analysis draws upon a broader ethnographic project involving 29 schools across six Spanish cities, all serving children from low-income, minority, and immigrant backgrounds, who have been disproportionately impacted by COVID-19. The present article will concentrate on ethnographies (participant…
A sociocultural analysis of identity construction in youth participating in a socio-educative program aimed to prevent radicalization
This article analyses youth radicalization processes in a culturally diverse and socially marginalised context in northern Morocco. Radicalization is approached as a multidimensional process linked to identity construction, struggles for recognition and structural inequalities. The study adopts a Participatory Action Research (PAR) methodology, combining participatory workshops, semi-structured interviews, focus groups and participant observation…
Propuesta para una educación intercultural crítica basada en la Investigación por diseño social
Este artículo presenta un metaanálisis de un conjunto de trabajos que tiene como objetivo formular una propuesta de educación intercultural a partir de una revisión crítica de la evolución del concepto y del análisis de dos décadas de investigación por diseño social. Metodología: El corpus de investigaciones analizadas desarrollaron estudios cualitativos, participativos y orientados al codiseño en dos experiencias educativas y comunitarias: el Pr…
Psychology (4 works) · Social Psychology (3 works) · Bullying, Victimization, and Aggression (2 works) · Educational Practices and Policies (2 works) · Ethnography (2 works) · Immigration (2 works) · Immigration and Intercultural Education (2 works) · Participant observation (2 works) · Pedagogy (2 works) · Political science (2 works)