The COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for months has reduced the learning opportunities for many children, such as those with less academic resources at home or with poorer technological connectivity. For students with disabilities, it has entailed losing the quality of the special attention they often need, in addition to a more limited understanding of the situation. In this context, a case study was conducted in a special education classroom of a secondary education school. This class started implementing Dialogic Literary Gatherings with their special education students before the COVID-19 confinement and continued online during the confinement. Qualitative data was collected after a period of implementation of the gatherings showing positive impacts on the participants. The case study shows that interactive learning environments such as the Dialogic Literary Gatherings can provide quality distance learning for students with disabilities, contributing to overcome some of the barriers that the pandemic context creates for the education of these students.

Introduction: There is extensive research about the consequences that toxic relationships with dominant masculinities have on different areas of women’s lives, including how they can influence future relationships they establish. Some of these women reproduce toxic relationships with dominant masculinities in their following relationships, and some women start to establish sexual-affective relationships with non-dominant masculinity models. However, less is known about the specific consequences in non-dominant masculinities who establish relationships with women who have not overcome the false memory of excitement regarding their toxic relationships. Methodology: In order to shed light on the consequences for non-dominant masculinities, eight communicative interviews were conducted with four women and four men. Results: The main findings indicate that those female participants who have kept an exciting memory of toxic relationships, when in an equal relationship, have attitudes of disdain towards non-dominant masculinities. They may ridicule them, not value their personal or intellectual abilities, talk down to them, and even negatively value their sexual aptitudes. Discussion: The application of the previous literature to our results leads to establishing the work on memories of relationships that have led to socialization in violent relationships as a preventive approach. Conclusion: The previously mentioned attitudes could generate health problems for non-dominant masculinities engaged in these relationships.

Foucault has been quoted as a great intellectual contributor to feminism and education, despite his defense of decriminalizing rape and pederasty. Since the MeToo movement, there is an increasing criticism of Foucault’s persona and works. However, in order to avoid recognizing their mistake, some authors say that Foucault’s defense of sexual violence was unknown before. This article shows this is not backed by evidence. Data was collected via interviews with 19 subjects with diverse profiles, employing the communicative methodology. The results shed light on the fact that some professors who have included Foucault’s works in their classes hid Foucault’s position in favor of sexual violence to their students. Interviewees state that there are several reasons why they think those professors hid this fact: a) the most critical thinker; b) the transgressor; c) a relativist intellectual; d) “a shield to hide behind”; and e) the idea that the intellectual must be separated from the person. This study indicates that in transmitting those images and hiding or even justifying Foucault instead of critically analyzing the implication of his works and his defense of sexual violence, perpetuating its justification, such professors act as his “hooligans”.

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