Donna J. Haraway – Marta Segarra: El món que necessitem / The World We Need, Barcelona, CCCB, 2019:
ALso, Marta Segarra, research director at the Laboratoire d’Études de Genre et de Sexualité of the CNRS (Paris), talked with the biologist and philosopher of science Donna Haraway on the occasion of the latter’s most recent essay Staying with the Trouble: Making Kin in the Chthulucene (DUP, 2016), in which she proposes new ways of reconfiguring the relations of humans with the earth and all its inhabitants.
See the video:

In the wake of the #MeToo movement and a much wider public discourse on gender issues, there has never been a better time to study Gender Studies (MA).

Equality and diversity are seen as vital to organisational success, and public feminism has a renewed prominence in culture – yet tackling gender inequalities remains a challenge.

In studying the MA Gender Studies course at the University of East Anglia (UEA) you will explore the fundamental debates, ideas and writings in gender studies, focusing on gendered aspects of society and culture and its links with other inequalities and social divisions. 

Encompassing politics, sociology, law, business and development studies, this MA will prepare you for careers in research, policy, NGOs, the public sector, or for PhD study.

Find out more and apply today:

Home, Housing and Communities: Foundations for Inclusive Society
Edited by

Isobel Anderson, Vikki McCall and Joe Finnerty

Deadline for Abstracts: 15 September 2019 | Deadline for Articles: 15 January 2019

Social Inclusion, peer-reviewed journal indexed in the Social Sciences Citation Index (Web of Science) and Scopus (2019 Temporary CiteScore: 1.02), is preparing an issue on home, households and communities as foundations for an inclusive society.
The aim of this thematic issue is to bring together research across housing tenures and social groups that explore common themes around social inclusion, social sustainability and equality in the housing sector. For example, articles may examine the housing experiences of the LGBT community, older people, younger people, disabled people, and the impact of lived experience of dementia and those who need mental health support.
Authors interested in submitting a paper for this issue are encouraged to read the full call for papers here.
Send your abstract (about 200-250 words, with a tentative title) to the journal’s editorial office ( by 15 September 2019.


Ouverture des inscriptions à la troisième édition de l’Université d’été pluridisciplinaire et internationale sur le Travail et les Migrations internationales qui se tiendra du 1 au 5 juillet 2019, à Bordeaux

Le programme est composé d’activités scientifiques en journée et d’activités culturelles, organisées par des doctorants en soirée. La langue de travail sera le français.

What do we know of people over50 attending MOOCs? For example, that they may use MOOCs as part of a constellation of cultural experiences

If you are interested in knowing more about adults attending MOOCs, you will discover that there is still little research on this specific group, representing a minority of the users. New insights are now available which have emerged from a study I published in a book edited by Springer that includes researches presented at the 7th International Workshop on Learning Technology for Education Challenges, (LTEC 2018)(link is external), titled: What Learning Professionals Should Know.

The empirical study, titled “Adults’ Perception of MOOCs as Part of a Constellation of Cultural Experiences“ used grounded theory methodology to investigate adults’ accounts of their interest in and use of MOOC. Seventy-two Italian respondents were interviewed, all of them aged over 50. The study findings illustrate how the participants’ use of MOOC and other learning technologies is seen as relevant and offers meaningful and age appropriate experiences. More about the article