[Commlist] Call for Papers: Comunicar Media Education Research Journal

Call for Papers:  Comunicar Media Education Research Journal


Call for Papers 63 (2020-2):  Gender equality, media and education: A 
necessary global alliance

Thematic Editors:
• Dr. Francisco-José García-Ramos (Complutense University of Madrid, Spain)
• Dr. María-Soledad Vargas-Carrillo (Pontifical Catholic University of 
Valparaiso, Chile)
• Dr. Alexandra Wake (RMIT University, Melbourne, Australia)

Scope
In 1979, the General Assembly of the United Nations adopted “The 
Convention on the Elimination of All Forms of Discrimination Against 
Women”, which recognizes that “the full and complete development of a 
country, the welfare of the world and the cause of peace require the 
maximum participation of women on equal terms with men in all fields”. 
Today, on the 40th anniversary of this Convention, the steps proposed in 
its Art. 10, relative to the role of education, says goals are still a 
pending subject for the education systems of even the most advanced 
countries. This problem becomes more poignant if we consider the new 
contexts of inequality arising from the media and technology revolutions 
as an obstacle to implement effective strategies and policies in 
educommunication, strategies which endeavor to fight discrimination and 
violence against women, educating in the principles of equality and 
diversity from a gender perspective.

Despite the “Beijing Declaration and Platform for Action” of 1995, the 
existing regional, national, and international policies, and the 
recommendations provided by UNESCO through The Global Alliance for Media 
and Gender (GAMAG), the last results of the “Global Monitoring Media 
Project (GMMP)” (2010) and the “Global Report on the Status of Women in 
the News Media” (2011) still confirm the urgent need to continue 
creating global policies regarding gender equality in the field of 
educommunication.

In 2012 UNESCO developed the “Gender-Sensitive Indicators for Media 
(GSIM)” in order to provide an effective framework for analysis to be 
implemented on a global scale. In addition, a network of universities 
integrated in “The International UNESCO UniTWIN Network on Gender, 
Media, and ICTs” was created to foster the aforementioned goals. Amongst 
the specific actions proposed in 2018 to promote gender equality 
practices in the field of educommunication, UNESCO-UniTWIN also 
developed the model curricula: “Gender, Media, and ICTs. New Syllabi for 
Media, Communication, and Journalism”.

Taking the proposals by UNESCO and UNESCO-UniTWIN as a reference point, 
this special issue endeavors to deepen the analysis and discussion of 
the theoretical and practical aspects of the introduction -total or 
partial- of said recommendations, tools for assessment, model curricula, 
and methodologies. A space for critical analysis based on empirical 
contributions and specific experiences of implementation in different 
geographical contexts within the fields of gender training media and 
ICTs in education and teacher training in these areas.

Descriptors
• Gender perspectives in the different levels of education.
• Gender perspectives in Communication and ICTs Studies.
• Teacher training regarding equality, diversity, and gender identity in 
higher education
• Innovative and transversal educational projects in gender, media, and 
ICTs. • Gender-sensitive indicators for media and educommunication contexts.
• Experiences of implementation of the “Gender, Media, and ICTs New 
Syllabi”. • Gender and educommunication within the UNESCO framework.
• Educational policies in equality and sexual diversity regarding media 
and ICTs.
• International collaborative networks in gender, media, and ICTs.
• Relationships between the university and the corporate world regarding 
gender equality and educommunication.
• The treatment of gender equality in digital media.

Questions
Some of the questions and considerations raised by the topics addressed 
in this special issue include the following:
• To which extent have educational institutions integrated a gender 
perspective in their communication and ITC curricula?
• What are the criteria and standards implemented in the design of 
specific curricula in gender, media, and ITCs?
• Following the introduction of the model curricula proposed in the 
UNESCO-UniTWIN “Gender, Media, and ICTs New Syllabi”, what results, 
conclusions, and evaluations (both theoretical and practical) have been 
reached?
• What is the level of education and training in gender equality and 
diversity amongst the teaching staff in the fields of communication and 
ITCs?
• To which extent are women present in educational institutions and 
other educational structures in the fields of communication and ITCs?
• What is the specific training in gender for communication and ITCs 
students at the different levels of education?
• What are the theoretical and practical applications for formal and 
informal education derived from the Gender-Sensitive Indications for 
Media recommended by UNESCO? What results, conclusions, and 
recommendations can be drawn after its introduction?
• What are the difficulties in specific contexts for the correct 
implementation of UNESCO recommendations regarding gender, media, and 
ICTs in the fields of education and teacher training?
• What networks, research groups, and cooperative actions operate at an 
international level to generate knowledge regarding the global situation 
of inequalities regarding gender, media, and ICTs? What is their scope 
of action and their main achievements and contributions for a necessary 
global alliance?

Editorial guidelines are available at: 
http://www.revistacomunicar.com/index.php?contenido=normas&idioma=en

Contributions to the Special Issue should be submitted through the OJS 
platform:
https://revistacomunicar.com/ojs

Deadlines

Deadline for submission of articles: 2019-09-30

Date of publication of this issue:
Preprint: 2020-02-15
Printed edition: 2020-04-01

Link to the call: https://www.revistacomunicar.com/pdf/call/call-63-en.pdf

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