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Book Review of Rawia BEN KHAYAL (2026). Tribalism and Democracy in Libya: State Building and Identity After Gaddafi, Routledge, 132 pages.
No full text¿Democracia o beduinocracia? Ésa es la pregunta central que vertebra la obra de Rawia Ben Khayal, Tribalism and Democracy in Libya (Routledge, 2026). O, dicho de otra forma, si las “instituciones democráticas modernas” son “contrarias a los valores tribales tradicionales”. Para la autora, la respuesta es negativa: la tribu es por definición autocrática, colectivista, nepotista, informal, basada en la religión y la costumbre, y modelada en el parentesco.
Ben Khayal acusa a Occidente de imponer un proceso de state-building de inspiración weberiana y de corte securitario que no se adapta la realidad libia. Al mismo tiempo, la autora concede que es imposible dar marcha atrás en el tiempo; la solución pasa por encontrar una solución intermedia “híbrida” que refleje la realidad local, imaginando una institución consistente en líderes tribales de todas las regiones del país. Se desbloquearía así el potencial positivo de la tribu, su capacidad conciliadora de nation-building.
La autora no persigue una reformulación teórica del concepto de tribu – es más, considera los ataques desde la antropología contemporánea como una forma de marginalización cultural –, y su análisis de la historia de Libia sigue a grandes rasgos la de otros referentes consolidados. La principal novedad viene en el capítulo sexto y consiste en la realización de una encuesta online con mil participantes que evidencia cómo la mayoría de los libios siguen sintiéndose vinculados a una tribu, y al mismo tiempo, desearían poder abandonar las etiquetas tribales.Democracy or Bedouinocracy? This is the central question that underpins Rawia Ben Khayal\u27s book, Tribalism and Democracy in Libya (Routledge, 2026). Or, to put it another way, whether “modern democratic institutions” are “contrary to traditional tribal values.” For the author, the answer is negative: the tribe is by definition autocratic, collectivist, nepotistic, informal, based on religion and custom, and modeled on kinship.
Ben Khayal accuses the West of imposing a Weberian-inspired, security-oriented state-building process that is not suited to the Libyan reality. At the same time, the author concedes that it is impossible to turn back the clock; the solution lies in finding a “hybrid” intermediate solution that reflects the local reality. She imagines an institution consisting of tribal leaders from all regions of the country. This would unlock the positive potential of the tribe, its conciliatory capacity for nation-building.
The author does not seek to theoretically reformulate the concept of tribe —in fact, she considers the attacks from contemporary anthropology to be a form of cultural marginalization—and her analysis of Libyan history broadly follows that of other established scholars. The main novelty comes in chapter six and consists of an online survey of 1,000 participants, which shows how most Libyans still feel connected to a tribe, and, at the same time, would like to be able to trascend tribal labels
Las políticas educativas supranacionales para la igualdad de género. Un hilo conductor de 1976 a 1999
No full textThis article presents an in-depth review of the educational policies for gender equality that the European Union proposed and developed between 1976 and 1999. Through this historical overview, the aim is not only to highlight the significant work carried out to promote gender equity but also to stress the crucial role these educational policies play in building a fairer and more inclusive society. Furthermore, the article underlines the urgent need to design and establish clear guidelines to ensure the practical implementation of these policies across all member states of the European Union, thus guaranteeing their real impact and effectiveness. The fundamental motivation driving this study is the firm belief that Europe cannot aspire to continuous growth, development, and improvement while gender inequalities persist. Achieving true and sustainable progress across the continent will only be possible if these inequalities are effectively addressed and eliminated, paving way for a genuinely equitable future for all citizens.En este artículo se realiza un análisis detallado de las políticas educativas para la igualdad de género que la Unión Europea propuso y desarrolló en el período comprendido entre 1976 y 1999. A través de este recorrido histórico, no solo se destaca el trabajo efectuado en materia de equidad de género, sino que también se enfatiza la importancia de dichas políticas educativas como pilares fundamentales para la construcción de una sociedad más justa e inclusiva. Asimismo, se señala la necesidad urgente de diseñar y establecer directrices claras que permitan la implementación practica de estas políticas en todos los estados miembros de la Unión Europea, garantizando así su efectividad y alcance real. La motivación central que impulsa este trabajo es la convicción de que no puede existir una Europa en constante crecimiento, desarrollo y mejora si persisten las desigualdades de género. Solo mediante su eliminación será posible alcanzar un progreso auténtico y sostenible para todas las personas
POSTHUMANISM AND COMPARATIVE EDUCATION: TOWARDS AN EPISTEMOLOGICAL RECONFIGURATION
No full textLa educación comparada atraviesa un proceso de transformación impulsado por la irrupción de las tecnologías digitales y el posthumanismo como paradigma cultural emergente. Estos cambios desafían las categorías y conceptos tradicionales de la disciplina, generando nuevas encrucijadas epistemológicas. Este artículo examina cómo la perspectiva posthumanista puede enriquecer la educación comparada al ofrecer herramientas conceptuales diferentes para analizar la relación entre cuerpo, tecnología y aprendizaje en contextos diversos.
Desde finales del siglo XX, la educación comparada ha experimentado un reajuste epistemológico debido al impacto de la postmodernidad y el posthumanismo (García Ruíz, 2025). La emergencia de estos enfoques ha puesto en tensión las narrativas clásicas, introduciendo perspectivas centradas en la alteridad, la deconstrucción del conocimiento y la descentralización de la mirada eurocéntrica (Paulston, 1999). Así, el principal desafío actual es transitar desde un modelo basado en la universalidad de los sistemas educativos hacia una aproximación que reconozca la singularidad de los procesos educativos y la interconexión entre lo humano y lo no humano.
El posthumanismo, al cuestionar los dualismos mente-cuerpo y naturaleza-tecnología, invita a repensar las epistemologías de la educación comparada. Corrientes emergentes como el feminismo, el decolonialismo, el ambientalismo y la ética robótica han ampliado el campo de estudio, promoviendo una miscelánea epistemológica que desafía los límites tradicionales de la disciplina (Ninnes y Burnett, 2003). Este proceso de expansión teórica no solo proporciona nuevas herramientas para el análisis comparativo, sino que también plantea desafíos metodológicos al integrar perspectivas más allá del positivismo y el funcionalismo.
A partir de un análisis crítico de la literatura, este artículo explora las implicaciones epistemológicas de esta intersección y las oportunidades que ofrece para la investigación comparativa en educación. Se argumenta que la transición de una mirada centrada en "lo normal y general" hacia una exploración de "lo raro y concreto" puede abrir nuevas vías para comprender los procesos educativos en un mundo caracterizado por la complejidad, la interconexión y la transformación continua
Comparative education is undergoing a process of transformation driven by the emergence of digital technologies and posthumanism as an emerging cultural paradigm. These changes challenge the traditional categories and concepts of the discipline, generating new epistemological crossroads. This article examines how a posthumanist perspective can enrich comparative education by offering alternative conceptual tools to analyze the relationship between body, technology, and learning in diverse contexts.
Since the late 20th century, comparative education has undergone an epistemological realignment due to the impact of postmodernity and posthumanism (García Ruíz, 2025). The emergence of these approaches has put classical narratives under pressure, introducing perspectives centered on alterity, the deconstruction of knowledge, and the decentering of the Eurocentric gaze (Paulston, 1999). Thus, the main challenge today is to move from a model based on the universality of educational systems toward an approach that recognizes the singularity of educational processes and the interconnection between the human and the non-human.
Posthumanism, by questioning the dualisms of mind-body and nature-technology, invites a rethinking of the epistemologies of comparative education. Emerging currents such as feminism, decolonial thought, environmentalism, and robotic ethics have expanded the field of study, fostering an epistemological miscellany that challenges the traditional boundaries of the discipline (Ninnes & Burnett, 2003). This process of theoretical expansion not only provides new tools for comparative analysis but also poses methodological challenges by integrating perspectives that go beyond positivism and functionalism.
Drawing on a critical review of the literature, this article explores the epistemological implications of this intersection and the opportunities it offers for comparative education research. It argues that the shift from a focus on "the normal and general" toward an exploration of "the rare and concrete" can open new pathways for understanding educational processes in a world characterized by complexity, interconnection, and continuous transformation
¿Qué es deliberación, y cómo se hace? Revisión crítica de las teorías de la deliberación
No full textDiscussing the topic of deliberation has become relevant in light of the deliberative democracy paradigm. But there’s no complete clarity on the benefits of deliberation because, among other reasons, there’s no total conceptual certainty about what it means to deliberate and to which standards it is set. The present article offers a broad view of different theoretical conceptualizations about deliberation with a critical analysis of them. The objective is to be able to formulate the constitutive and regulative elements of a deliberative scenario more clearly; to that end, the article distinguishes between conceptions that see deliberation as a synonym of discussion, those who see it as a genre of discussion among others, and those who see it as a regulative ideal. After the critical revision, a characterization of deliberation that adequately distinguishes between argumentation, deliberation, negotiation, among others, is proposed.Abordar el tópico de la deliberación se ha vuelto relevante a la luz del paradigma de la democracia deliberativa. Pero no existe claridad completa sobre los beneficios de la deliberación porque, entre otras razones, no se tiene total certeza conceptual de qué es deliberar y a cuáles estándares se somete. El presente artículo ofrece un panorama de diversas conceptualizaciones teóricas sobre deliberación junto con un análisis crítico de las mismas. El objetivo es poder formular con mayor claridad los elementos constitutivos y regulativos de un escenario deliberativo; para ello, se distingue entre las concepciones que miran a la deliberación como un mero sinónimo de discusión, las que la miran como un género de discusión entre varios otros, y las que la miran como un ideal regulativo. Luego de la revisión crítica, se ofrece una caracterización de la deliberación que distingue adecuadamente las ideas de argumentación, deliberación, negociación, entre otras
Argumentación con analogías: Efectos de una intervención en estudiantes de nivel medio
No full textWhen a person is faced with a novel situation (target analogue), they may be persuaded by someone else through a comparison between that situation and a familiar one (source analogue). For this type of argumentation to be effective, the speaker must take into account the listener’s prior knowledge about the domain of the source. Although the development of argumentative skills is a relevant educational goal, students often struggle with this task. This study evaluated the effectiveness of an educational intervention aimed at promoting analogical arguments that consider the listener’s knowledge. 68 students participated: while the experimental group received the intervention, the control group did not. Although no differences were observed in the pretest, in the posttest, the experimental group produced significantly more analogies that took the listener’s knowledge into account. It is concluded that the intervention supports the development of analogical argumentative strategies, providing new tools for psychologists and educators.Cuando una persona se enfrenta a una situación novedosa (análogo meta, AM), puede ser persuadida por otra mediante la comparación de ese hecho con uno conocido (análogo base, AB). Para que esta argumentación sea eficaz, debe considerarse el conocimiento previo del interlocutor sobre el dominio del AB. Aunque el desarrollo de habilidades argumentativas es un objetivo educativo relevante, los estudiantes suelen presentar dificultades para ello. Este estudio evaluó la eficacia de una intervención educativa para promover argumentos analógicos que consideren los conocimientos del oyente. Participaron 68 estudiantes: mientras el grupo experimental recibió la intervención, el grupo control no. Si bien no se obtuvieron diferencias en la preprueba, en la posprueba, el grupo experimental generó significativamente más analogías considerando los conocimientos del oyente. Se concluye que la intervención favorece el desarrollo de estrategias argumentativas analógicas, aportando nuevas herramientas para psicólogos y educadores
Late Antique settlement in the Land of Guadix (5th-8th centuries): a state of research and introduction to its study
No full textEl presente trabajo pretende constituir un estado de la cuestión acerca del poblamiento tardoantiguo en la comarca de Guadix y el pasillo de Fiñana partiendo de la revisión crítica de la información contenida en fuentes de diversa índole, así como plasmar la metodología seguida para construir una base de datos a partir de la misma. Así, en las siguientes líneas exponemos los sesgos presentes en la bibliografía consultada y en el registro arqueológico, las problemáticas derivadas del almacenamiento, normalización y homogeneización de los datos recopilados y distintos análisis cuantitativos efectuados a partir de ella que nos permitan reflejar el estado y naturaleza de los mismos.This paper aims to provide the current state of research on the study of the late-antique settlement in the region of Guadix and the Fiñana corridor based on a critical review of the information contained in various sources, as well as the methodology followed to build a database from it. Thus, in the following lines we expose the biases present in the bibliography consulted and in the archaeological record, the problems derived from the storage, standardization and homogenization of the data collected and the different quantitative analyses carried out on the basis of this data, which allow us to reflect its state and nature
Are archaeological museums a space for women’s inclusion? The case of Museum of Almería
No full textEn las últimas décadas, se ha terminado de constituir y afianzar la arqueología de género como disciplina arqueológica. Pese a haber sido un trayecto controvertido, en la actualidad, se encuentra completamente aceptada: ¿este avance se ha visto reflejado en los museos? Las instituciones museísticas son uno de los principales medios por los cuales la ciudadanía accede a la arqueología y se informa de los discursos históricos que se generan en torno a esta. Son, sin lugar dudas, medios de educación y mediadores entre la sociedad y la comunidad científica. El Museo de Almería ha sido visitado más de 200.000 veces durante el año 2023, ¿se han tratado de recuperar figuras femeninas y prácticas asociadas? ¿cómo son representadas las mujeres en este museo? ¿hay una equidad real? A partir de estos cuestionamientos se plantea un análisis feminista de las representaciones gráficas y sus textos asociados en el Museo de Almería.In the last few decades, gender archaeology as an archaeological discipline has been fully established and consolidated. Although it has been a controversial path, it is now fully accepted: has this progress been reflected in museums? Museum institutions are one of the main means by which citizens have access to archaeology and are informed about the historical discourses generated around it. They are, without a doubt, educational media and mediators between society and the scientific community. The Museum of Almeria has been visited more than 200,000 times during the year 2023, have they tried to recover female figures and associated practices? how are women represented in this museum? is there a real equity? Based on these questions, a feminist analysis of the graphic representations and their associated texts in the Museum of Almeria is proposed
The Women of the Great Mural: Female Figures in the Rock Art of Baja California Sur, Mexico
No full textThis paper summarizes research on female figures depicted in the rock art known as Great Mural, in Baja California Sur. The goals were to organize, recognize, and analyze the female anthropomorphs and vulva symbols represented on the rock art panels. The study was based on the theoretical basis of gender archaeology. The methodology involved reviewing archaeological literature related to these manifestations, as well as historic and ethnographic bibliography from the study area. Moreover, a database was created with all the female figures recognized from the published texts and past fieldwork seasons. As a result, it was possible to recognize different way that the authors used to depict female sex, elements associated with gender were proposed and scenes were women were represented were possible to recognize. Symbolic meanings associated with femininity within the cosmology of Baja California were also recognized. It is expected that this topic will be revisited, the results verified, and that future studies of Great Mural rock art will be conducted with a gender perspective. This paper summarizes research on female figures depicted in the rock art known as Great Mural, in Baja California Sur. The goals were to organize, recognize, and analyze the female anthropomorphs and vulva symbols represented on the rock art panels. The study was based on the theoretical basis of gender archaeology. The methodology involved reviewing archaeological literature related to these manifestations, as well as historic and ethnographic bibliography from the study area. Moreover, a database was created with all the female figures recognized from the published texts and past fieldwork seasons. As a result, it was possible to recognize different way that the authors used to depict female sex, elements associated with gender were proposed and scenes were women were represented were possible to recognize. Symbolic meanings associated with femininity within the cosmology of Baja California were also recognized. It is expected that this topic will be revisited, the results verified, and that future studies of Great Mural rock art will be conducted with a gender perspective
As prescrições curriculares e o fazer docente: há lugar para a cultura popular na escola?
No full textEste artigo apresenta os resultados de um estudo cujo objetivo central foi compreender como a cultura popular é abordada no currículo escolar e nas práticas pedagógicas dos professores. A pesquisa foi orientada pela seguinte questão: Há espaço para a cultura popular nos currículos escolares? Trata-se de um estudo qualitativo, cujos dados são produzidos por meio da análise de documentos curriculares e entrevistas semiestruturadas com quatro professores de dois anos do ensino fundamental. As fontes documentais incluem o Projeto Político-Pedagógico, planos de ensino e projetos instrucionais das escolas e dos professores participantes. Os dados são submetidos a um processo de triangulação e analisados ??por meio da técnica de Análise de Conteúdo, utilizada como ferramenta para explorar as narrativas dos docentes. Os resultados revelam que os documentos escolares, como o Projeto Político-Pedagógico e os planos de ensino, são elaborados com base nas diretrizes da política educacional local. Entretanto, os relatos de dois professores sugerem que influências orientadas pelo mercado orientarão a formulação dessas diretrizes curriculares. Nesse contexto, as narrativas dos dois professores demonstram que suas práticas pedagógicas mobilizam percepções culturais próprias, possibilitando releituras da cultura popular que denunciam injustiças sociais, instigam reflexões sobre a formação dos sujeitos e estimulam a reconfiguração do conhecimento.Este artigo apresenta os resultados de uma pesquisa cujo objetivo central foi compreender de que maneira a cultura popular é abordada no currículo escolar e nas práticas pedagógicas de professores. A investigação partiu da seguinte indagação: há espaço para a cultura popular nos currículos escolares? Trata-se de um estudo de natureza qualitativa, cujos dados foram produzidos por meio da análise de documentos curriculares e de entrevistas semiestruturadas com quatro professoras dos anos iniciais do Ensino Fundamental. As fontes documentais incluíram o Projeto Político Pedagógico, planos de ensino e projetos didáticos das escolas das docentes participantes do estudo. Os dados foram submetidos a um processo de triangulação e analisados com base na técnica de Análise de Conteúdo, utilizada como instrumento para explorar as narrativas docentes. Os resultados revelam que os documentos escolares, como o Projeto Político Pedagógico e os planos de ensino, são elaborados a partir das diretrizes da política educacional local. No entanto, os relatos das professoras indicam que influências de cunho mercadológico têm orientado a formulação dessas diretrizes curriculares. Nesse contexto, as narrativas docentes demonstram que em suas práticas pedagógicas mobilizam percepções culturais próprias, possibilitando releituras da cultura popular que denunciam injustiças sociais, promovem reflexões sobre a formação dos sujeitos e incentivam a ressignificação do conhecimento.Este artigo apresenta os resultados de uma pesquisa cujo objetivo central foi compreender como a cultura popular é abordada no currículo escolar e nas práticas pedagógicas dos professores. A investigação parte da seguinte indagação: há espaço para a cultura popular nos currículos escolares? Trata-se de um estudo de natureza qualitativa, cujos dados foram produzidos pela análise de documentos curriculares e entrevistas semiestruturadas com quatro professores de dois anos iniciais do Ensino Fundamental. As fontes documentais incluem o Projeto Político Pedagógico, planos de ensino e projetos didáticos das escolas e dos professores participantes do estudo. Os dados são submetidos a um processo de triangulação e analisados ??com base na técnica de Análise de Conteúdo, utilizada como instrumento de exploração de narrativas docentes. Os resultados revelam que os documentos escolares, como o Projeto Político Pedagógico e os planos de ensino, são elaborados apenas a partir das diretrizes da política educacional local. Enquanto isso, os relatos de dois professores indicam que as influências do marketing estão voltadas para a formulação dessas diretrizes curriculares. Nesse contexto, as narrativas dos dois professores demonstram que suas práticas pedagógicas mobilizam percepções culturais próprias, possibilitando releituras da cultura popular que denunciam injustiças sociais, promovem reflexões sobre a formação de sujeitos e estimulam a ressignificação de saberes
Sobre la definición de los modelos estructurados incompletos de argumentación
No full textThis papers studies different options for the instantiation of incomplete abstract argumentation frameworks into ASPIC+. The main motivation of the work is rooted in general arguments that point out the danger of unlimited abstraction in argumentation models research and the need to study some instantiations in order to avoid ad-hoc modelling of examples and implicit assumptions behind abstract models. The work has a conceptual focus, showing how some assumptions underlying incomplete abstract argumentation frameworks are not exactly true when some of its instances are considered in detail.Este artículo versa sobre cómo instanciar los modelos abstractos incompletos de argumentación en sistemas estructurados de argumentación, en concreto en ASPIC+. El objetivo fundamental del trabajo se motiva partiendo de argumentos generales en contra de la proliferación indiscriminada de los modelos abstractos en argumentación formal y la necesidad de estudiar sus instancias para evitar el modelado ad-hoc de ejemplos y descubrir posibles asunciones implícitas. El énfasis del trabajo es conceptual, mostrando cómo algunas asunciones que subyacen a los modelos abstractos incompletos no son del todo ciertas cuando se estudian los detalles de sus instancias