RT info:eu-repo/semantics/doctoralThesis
T1 Literacidad Crítica y justicia social comunicativa a través de las Radios Escolares. Un estudio de caso en Educación Secundaria
A1 Batista Fernández, Yaimara
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Educación
K1 Critical Literacy
K1 Literacidad Crítica
K1 School radio
K1 Radios escolares
K1 Secondary Education
K1 Educación Secundaria
K1 Case Study
K1 Estudio de caso
K1 58 Pedagogía
AB This doctoral thesis presents a case study that emerges from the need to create disruptive learning environments capable of addressing contemporary social challenges and exploring the role of school radio as an innovative and inclusive tool for promoting communicative social justice in diverse contexts. The objectives of this research are: (a) to analyze the use of school radio as a pedagogical tool and innovative ecosystem to foster communicative and social competences in a diverse student body, promoting inclusion and participation within the educational environment; (b) to examine the role of school radio as a Critical Literacy laboratory and to reflect on the dynamics of reproduction and creation of educational content in formal and informal contexts from a social and subjective perspective; and (c) to explore the potential of school radio as a Critical Literacy tool to promote communicative social justice among secondary school students by fostering cultural and contextual recognition of diversity to advance equality and equity, redistributing essential and democratic knowledge for the development of a more just society, and encouraging active social participation and critical engagement with societal issues. A qualitative study was conducted using an interpretive-hermeneutical approach and an ethnographic case study design, employing techniques such as non-participant observation, semi-structured interviews, and podcast content analysis. The findings demonstrate that school radio functions as an inclusive pedagogical tool that promotes communicative social justice in vulnerable contexts and strengthens students’ communicative, digital, social, and civic competences. Furthermore, by linking school radio with literacy projects, it fosters students’ capacity to interpret and critically question the world, transforming it into a space for dialogue, participation, and collective knowledge construction.
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/81242
UL https://uvadoc.uva.es/handle/10324/81242
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 14-ene-2026