The first general women's strikes to demand gender equality in Spain took place on 8 March 2018 and 2019. Both calls were an amazing success, becoming world references for feminism. This research investigates how the strikes were dealt with through Twitter by a Collective Symbolic Coping (CSC) process. Discourses on Twitter were analysed on both years, 4,384 tweets were selected and their content was analysed by lexical analysis. The results from 2018 indicated the CSC phases of 1) awareness; 2) divergence, where feminist demands and the role of men in the strike were debated; and 3) convergence, where the success of the strike was highlighted. However, in 2019 the feminists on Twitter were forced to cope with a great deal of trolling against them. This trolling was maintained in the awareness and divergence phases, making it difficult to reach a convergent discourse regarding the success of the strike. Moreover, the results also demonstrated that there was no reference hashtag in the strikes. It is concluded that discourse on social networks has become a key factor in feminist social mobilizations and that this feminist digital activism will be critical in the continued dissemination of the claims for gender equality in Spain.
This theoretical article addresses the question of the commitment of international educational policy to an inclusive and equitable quality education for all people as a fundamental right. The implemented methodology was a review of publications from international organizations and scientific articles from different reference databases, such as Latindex, Erih and Dialnet, between the years 2010-2020. The selected articles and reports have been categorized by different topics that provided understanding to the field of inclusive education, which has allowed the analysis and the results that are presented hereunder. Firstly, the beginnings and development of Inclusive Education are described, collecting the main milestones related to education as a right and placing special emphasis on those milestones of greatest relevance. Subsequently, the different and complementary perspectives regarding inclusive education have been synthetized and analysed, arguing that there are different causes that foster the development of this right. Thus, an attempt is made to delimit the meaning of inclusion, educational inclusion and/or inclusive education, reaching consensus or agreements endorsed by the literature. Conclusions highlight that inclusive education has to be based on equity and the importance of educational policies being committed to this challenge of guaranteeing an inclusive and equitable education for all people. ; Este trabajo teórico aborda la cuestión sobre la apuesta de la política educativa internacional por una educación inclusiva y equitativa de calidad para todas las personas como derecho fundamental. La metodología seguida ha sido la revisión de publicaciones de organismos internacionales y artículos científicos de diferentes bases de datos de referencia, como Latindex, Erih y Dialnet, entre los años 2010-2020. Los escritos seleccionados han sido categorizados por las diferentes temáticas que aportaban entendimiento al ámbito de la educación inclusiva, lo que ha permitido su análisis y obtención de los resultados que se presentan. En primer lugar, se comienza relatando los inicios y el desarrollo de la Educación Inclusiva, recogiendo los principales acontecimientos relativos a la educación como derecho y poniendo especial énfasis en aquellos hitos de mayor relevancia y los compromisos refrendados internacionalmente a favor de la educación inclusiva. Posteriormente, se reflexiona sobre los diferentes puntos de vista complementarios que permiten abordar la educación inclusiva, argumentando que existen diferentes causas que han favorecido el desarrollo de este derecho. Así, se intenta delimitar el significado de inclusión, inclusión educativa y/o educación inclusiva, llegando a unos consensos o acuerdos avalados por la literatura. Se concluye destacando que la educación inclusiva tiene que estar basada en la equidad y la importancia de que las políticas educativas se comprometan con este reto de garantizar una educación inclusiva y equitativa para todas las personas. ; Este artigo teórico aborda a questão do compromisso da política educacional internacional com uma educação de qualidade inclusiva e eqüitativa para todas as pessoas como um direito fundamental. A metodologia implementada tem sido a revisão de publicações de organismos internacionais e artigos científicos de diferentes bases de dados de referência, como Latindex, Erih e Dialnet, entre os anos 2010-2020. Os artigos e relatos selecionados foram categorizados em diferentes temáticas que proporcionaram compreensão ao campo da educação inclusiva, o que permitiu a análise e os resultados que se apresentam a seguir. Em primeiro lugar, são descritos os primórdios e o desenvolvimento da Educação Inclusiva, reunindo os principais marcos relacionados à educação como um direito e dando especial ênfase aos marcos de maior relevância. Posteriormente, as diferentes e complementares perspectivas em relação à educação inclusiva foram sintetizadas e analisadas, argumentando que existem diferentes causas que impulsionam o desenvolvimento desse direito. Assim, busca-se delimitar o significado de inclusão, inclusão educacional e/ou educação inclusiva, alcançando consensos ou pactos respaldados pela literatura. As conclusões destacam que a educação inclusiva deve ser baseada na equidade e na importância das políticas educacionais estarem comprometidas com este desafio de garantir uma educação inclusiva e equitativa para todas as pessoas.
