The Universitat Rovira i Virgili, in collaboration with the research institutions affiliated to the Campus of International Excellence Southern Catalonia (CEICS), is launching the Martí i Franquès research grants programme, a public-private cooperation designed to attract highly talented doctoral students and postdoctoral researchers to work on exciting research projects.
This programme honours the scientist Antoni Martí i Franquès (Altafulla, 1750 Tarragona, 1832), who made remarkable contributions not only to the fields of biology, physics and chemistry, but also to the economic development of Southern Catalonia.
He was the first scientist to accurately establish the composition of air.
SPECIFIC POSITION OFFER 2020PMF-PIPF-50
The prevention of violence and discrimination against LGBTIQ people is an urgent challenge in European societies. Initiatives such as the List of actions to advance LGBTIQ equality (2015) or the Council conclusions on LGBTIQI equality (2016) have set the pathway and action guidelines to fight against this problem in different social spheres.
Young people and professionals working with them have a decisive role to play in the social transformation that is required to combat these forms of discrimination.
The thesis project aims to make progress in the training of secondary education teachers and staff working in youth organisations in different fields to improve their knowledge and skills to better address the prevention of violence towards LGBTIQ people, with an emphasis on the prevention of situations of violence and discrimination faced by intersex or transgender young people.
The thesis will rely on the power of upstander’ intervention, which seek to involve peers as agents of change in the prevention and resolution of situations of violence and discrimination.
The thesis foresees a proposal of a guide for teachers and staff in youth organisations, which will allow them to give a more effective response to situations of violence towards LGBTIQ people in their schools and organizations.
Background Discrimination against LGBTIQ is an undeniable reality and examples of homophobic and transphobic violence persist worldwide.
According to the EU LGBTIQ survey, which involved 28 European countries, nearly half (47%) of the more than 93000 LGBTIQ participants had experienced harassment between 2008 and 2013.
Several policies have been approved in the last years at European level. The European Commission is committed to promoting the exchange of good practices and antibullying materials among the Member States, as one of the main measures to promote non-discrimination in education.
The educational system is not immune to this reality. A national research carried out in the Spanish context evidenced the prevalence of victimization and cybervictimization against LGBTIQ students, which affected almost half and one quarter of the non-heterosexual students.
This situation is highly worrying when affecting the educational system. Its consequences to LGBTIQ students can seriously influence their physical and psychological health, increasing the risk of school dropout, absenteeism and even committing suicide.
Objectives : To review and analyse training initiatives devoted to secondary education teachers and staff in youth organisations, aimed at the prevention of violence against LGBTIQ people in Europe, especially those that respond to an upstander approach, and that address the use of social media and other digital technologies.
To design a proposal of guide to promote an upstander approach to prevent and respond to violence towards LGBTIQ in high schools and youth organisations.
To equip teachers, staff working in youth organisations and young people with the necessary skills and knowledge to become active upstanders in the prevention of violence towards LGBTIQ people in high schools and youth organisations.
To incorporate the social and political impact in all stages of the thesis development.
Required Research Experiences
Skills / Qualifications
In general, be in possession of an official undergraduate degree, or equivalent, and of a master degree, and have passed a minimum of 300 ECTS credits during the course of their official university studies, of which at least 60 must be master s degree credits