HEИндивидуална стипендия2024–2026

DEPWAT · Decolonial Pedagogy in Women’s Audiovisual Training in the Global South. Case studies in Mexico, Ecuador, and Guatemala

„Хоризонт Европа“ — Действия „Мария Склодовска-Кюри“

Период: 2024-01-22 → 2026-01-21
Финансиране от ЕС: 181 153 €
Участници: 1
Схема: HORIZON-TMA-MSCA-PF-EF

Линиите свързват координатора с партньорите.

Накратко на български

Обучението на жени в аудиовизуалния сектор в Мексико, Еквадор и Гватемала разкрива как колониалните и половите йерархии ограничават достъпа до знания. Това помага да се разберат причините за неравенството и как алтернативни методи за преподаване могат да отворят нови възможности за учене.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Decolonial Pedagogy in Women’s Audiovisual Training in the Global South. Case studies in Mexico, Ecuador, and Guatemala

Women’s audiovisual training in the Global South is a critical site for examining how colonial and gender hierarchies shape access to learning, the circulation of knowledge, and the visibility of cultural production. DEPWAT focused on audiovisual initiatives in Mexico, Guatemala, and Ecuador to explore how these hierarchies take form in practices of learning and transmission. In doing so, the project addressed a gap in existing research, which has paid greater attention to representation, authorship, and labour insertion than to training as a constitutive dimension of inequality. The project also examined how pedagogical models, institutional arrangements, and regimes of knowledge shape who can enter audiovisual practice, under what conditions, and with what possibilities of continuity and recognition. To address these questions, DEPWAT developed a collaborative qualitative methodology through workshops and epistemic assemblies across the three country contexts. These formats created spaces for situated exchange, plurality, and negotiation, allowing the project to engage women’s audiovisual experiences without reducing heterogeneous trajectories to a single interpretive frame. Within this context, DEPWAT pursued four main objectives: to identify the factors that hinder women’s access to audiovisual training; to engage training experiences through collaborative qualitative research; to advance reflection on decolonial pedagogical approaches in audiovisual contexts; and to sustain a platform for dissemination, exchange, and intercultural learning. In this way, the project examined women’s audiovisual training as a site where inequality is organised, while also exploring how decolonial pedagogy may open other forms of learning and inquiry. The project is grounded in Social Sciences and Humanities, particularly philosophy, feminist and decolonial theory, media studies, and education, which shape its conceptual framework, methodological design, and pedagogical reflection.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

Coloniality is known as the “darker side” of modernity. It operates as a pattern of power implanted during the historical processes of colonization, although still in force through mechanisms and relations of domination and dependency, such as: center-periphery or non-cultural/civilized. Women from the Global South stand on the margins of modern-colonial standards of being, abbreviated in a state of primitivism. This proposal approaches the audiovisual training of subaltern women in Mexico, Ecuador, and Guatemala, to offer a decolonial pedagogical model that builds paths for inclusive education and adds to the sustainability of the Latin American audiovisual sectors. It applies a qualitative methodology through the notion of situated-knowledge, by retrieving the training experiences of indigeoenous and Afro-descendant community filmmakers and audiovisual media students; likewise, with the purpose of identifying the modern-colonial-gender factors that intervene in their education and further integration into the industry. Thereby, it contributes to theoretical and methodological gaps from an intercultural/transmodern standpoint.

Оригинален текст от CORDIS (на английски).

Участници

UNIVERSITAT AUTONOMA DE BARCELONA · Cerdanyola Del VallesКоординаторИспания