Theater of the oppressed : promoting speaking skills through feminine empowerment.

Este documento presenta un proyecto de investigación acción que tuvo como objetivo implementar el teatro del oprimido como estrategia didáctica para desarrollar habilidades de habla y promover el empoderamiento femenino en el aula de inglés. Los participantes de este estudio fueron estudiantes de qu...

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Autores:: Chocontá López, Luisa Fernanda

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2023

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.eng.fl_str_mv	Theater of the oppressed : promoting speaking skills through feminine empowerment.
dc.title.translated.eng.fl_str_mv	Theater of the oppressed: promoting speaking skills through feminine empowerment.
title	Theater of the oppressed : promoting speaking skills through feminine empowerment.
spellingShingle	Theater of the oppressed : promoting speaking skills through feminine empowerment. Empoderamiento femenino Habilidades de habla Teatro del oprimido Feminine empowerment Speaking skills Theater of the oppressed
title_short	Theater of the oppressed : promoting speaking skills through feminine empowerment.
title_full	Theater of the oppressed : promoting speaking skills through feminine empowerment.
title_fullStr	Theater of the oppressed : promoting speaking skills through feminine empowerment.
title_full_unstemmed	Theater of the oppressed : promoting speaking skills through feminine empowerment.
title_sort	Theater of the oppressed : promoting speaking skills through feminine empowerment.
dc.creator.fl_str_mv	Chocontá López, Luisa Fernanda
dc.contributor.advisor.spa.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv	Chocontá López, Luisa Fernanda
dc.subject.spa.fl_str_mv	Empoderamiento femenino Habilidades de habla Teatro del oprimido
topic	Empoderamiento femenino Habilidades de habla Teatro del oprimido Feminine empowerment Speaking skills Theater of the oppressed
dc.subject.keywords.eng.fl_str_mv	Feminine empowerment Speaking skills
dc.subject.keywords.ng.fl_str_mv	Theater of the oppressed
description	Este documento presenta un proyecto de investigación acción que tuvo como objetivo implementar el teatro del oprimido como estrategia didáctica para desarrollar habilidades de habla y promover el empoderamiento femenino en el aula de inglés. Los participantes de este estudio fueron estudiantes de quinto grado entre los 9 y 11 años de edad del colegio público Liceo Femenino Mercedes Nariño de Cundinamarca ubicado en Bogotá, Colombia Con el propósito de recolectar los datos, se emplearon cuestionarios, diarios de campo, entrevistas, y grabaciones. El presente trabajo de investigación se organizó en tres ciclos de intervención basados en teatro del oprimido en donde se desarrollaron tres pequeñas obras de teatro. Finalmente, se utilizó el método de triangulación y el enfoque fundamentado para el análisis de datos, y de esta manera fue posible presentar las conclusiones, limitaciones e implicaciones del proyecto.
publishDate	2023
dc.date.issued.none.fl_str_mv	2023
dc.date.accessioned.none.fl_str_mv	2024-01-25T15:14:34Z
dc.date.available.none.fl_str_mv	2024-01-25T15:14:34Z
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/19153
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/19153
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Alencastro, L. C. D. S., Silva, J. L. D., Komatsu, A. V., Bernardino, F. B. S., Mello, F. C. M. D., & Silva, M. A. I. (2020). Theater of the Oppressed and bullying: nursing performance in school adolescent health. Revista Brasileira de Enfermagem, 73(1). Alvarez, M. L. (2013). From unheard screams to powerful voices: a case study of Women's political empowerment in the Philippines 12th National Convention on Statistics (NCS) EDSA Shangri-la Hotel, Mandaluyong City October 1–2, 2013. Bayeh, E. (2016). The role of empowering women and achieving gender equality to the sustainable development of Ethiopia. Pacific Science Review B: Humanities and Social Sciences, 2(1), 37-42. Bhukhanwala, F. (2014). Theater of the Oppressed in an After-School Program: Middle School Students’ Perspectives on Bullying and Prevention. Middle School Journal, 46(1), 3-12. Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Burch, G. F., Giambatista, R., Batchelor, J. H., Burch, J. J., Hoover, J. D., & Heller, N. A. (2019). A Meta-Analysis of the Relationship Between Experiential Learning and Learning Outcomes. Journal of Experiential Education. Burns, A. (2010). Doing Actions Research in English Language Teaching: A guide for practitioners. Burns, A. (1999). Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press. Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge. Burns, A., & Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research. Fillmore, C. (1979). On fluency. In C. Fillmore, D. Kempler, & W. S.-W. Yang (Eds.), Individual differences in language ability and language behavior (pp. 85-101). New York: Academic Press. Fidalgo-Blanco, N., & Sein-Echaluce, M. L. (2018). Método MAIN para planificar, aplicar y divulgar la innovación educativa. Education in the Knowledge Society (EKS), 19(2), 83-101. Freire, P. (2018). The Banking Concept of Education. Thinking About Schools, 117-127. Freire, P. (2022). Pedagogy of the Oppressed. Penguin. Freire, P., & Macedo, D. (1984). The Politics of Education: Culture, Power, and Liberation. Praeger Pub Text. Gardiner, M., & Tiggemann, M. (1999). Gender differences in leadership style, job stress and mental health in male- and female-dominated industries. Journal of Occupational and Organizational Psychology, 72(3), 301-315. Gualdron, E., & Castillo, E. (2018). Teatro para la enseñanza y el aprendizaje de idiomas: El Teatro E, una metodología holística. Perfil: Problemas en el desarrollo profesional de los docentes, 20(2), 211-227. Jackson, A. (1991). Translator’s introduction to the first edition. In A. Boal, Games for actors and non-actors (A. Jackson, Trans.). London: Routledge. 108 Magazine Innovation and Education (2022) affiliated with the Korea National University of Education. ISSN: 2524-8502. Malhotra, A., et al. (2009). Innovation for Women's Empowerment and Gender Equality. International Center for Research on Women (ICRW). North Washington, D.C. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons Molyneux, M. (2015, September 24). Conditional Cash Transfers: A ‘Pathway to Women’s Empowerment’? GSDRC. Navarro, C., Mantilla, S., & Marín Aranguren, E. (2020). Estudio de caso de empoderamiento y autonomía económica de mujeres rurales productoras en el departamento del Meta, desarrollado por Repsol, Socodevi. Universidad Externado de Colombia. Narayan, D., & Petesch, P. (2007). Agency, Opportunity Structure, and Poverty Escapes. In D. Narayan & P. Petesch (Eds.), Moving out of Poverty (pp. 1-44). Washington, DC: The World Bank. Keysar, B., Hayakawa, S. L., & An, S. G. (2012). The Foreign-Language Effect. Psychological Science, 23(6), 661-668. Liceo Femenino de Cundinamarca. (2015). Proyecto Educativo Institucional, in: student agenda. Class editorial XXI. Lim, Y., & Lee, O. (2017). Relationships between parental maltreatment and adolescents’ school adjustment: mediating roles of self-esteem and peer attachment. Journal of Child and Family Studies, 26(2), 393-404. Ministerio de Educación Nacional. (2020, July 20). Estándares Básicos de Competencias del Lenguaje. Motos Teruel, T. (2017). Diseño y validación de la batería “El teatro y yo”: evaluación del impacto de la experiencia teatral en los jóvenes. Crear Mundos, 15, 344-353. Oxford, R. (1990). Language Learning Strategies: What Every Teacher should Know. Applied Linguistics. Osburn, M. (2010). Forum Theatre Empowering Students to Speak, Act, and Know. Honors College Capstone Experience/ Thesis Projects. Paper 245. OECD. (2016). Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills. OECD Publishing. Paris. Palacio, J. (2020). El Teatro del Oprimido como herramienta de transformación de estereotipos sociales presentes en una institución educativa privada del Valle de Aburrá. Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303-314. Progress despite adversity: women’s empowerment and conflict in Colombia. (2015, July 27). ODI: Think Change. Project, T. B. (2022a, November 15). Reviewing Women’s Empowerment in Colombia. BORGEN. Project, T. B. (2022b, November 15). Reviewing Women’s Empowerment in Colombia. BORGEN. Quintana, D. (2020). El Teatro del Oprimido utilizado como práctica de aula para la apropiación de las competencias ciudadanas en estudiantes de grados 8° de la institución educativa Regional Simón Bolívar. Qureshi, I. A. (2012). The Importance of Speaking Skills for EFL Learners. Wikimedia. Raj, A., Dey, A. K., Lundgren, R., & the EMERGE Team. (2021). A Conceptual Framework for Measuring Women’s Empowerment. Evidence-based Measures of Empowerment for Research on Gender Equality [EMERGE]. Center on Gender Health and Equity (GEH) University of California San Diego. San Diego, CA. Rivas, M. (2015). El teatro del oprimido como herramienta de trabajo del educador social en los centros de menores. Rosenberg, M. (1987). Rosenberg Self-esteem Scale. In K. Corcoran and J. Fischer (Eds.), Measures for clinical practice (pp. 408-409). New York: Free Press. Rojas, C. (2015). Escuela y empoderamiento: aportes a la superación de la pobreza desde el ámbito de la educación. Bogotá: Universidad de los Andes, Centro Interdisciplinario de Estudios sobre Desarrollo (Cider). Soler, B. (2020). Theatre as a Communicative Strategy for Teaching English as a Foreign Language to Primary Education Undergraduates: A Pedagogical Experience. IKASTORRATZA. Tudor, I. (2001). Visions of Learning in the Dynamics of the Language Classroom. Cambridge, UK: Cambridge University Press. UN Women. (2014). World Survey on the Role of Women in Development 2014: Gender Equality and Sustainable Development. United Nations, New York. Vanegas Gutiérrez, K. V. (2020). Boosting Argumentative Speaking Skills And Cultural Awareness Through Ludic Activities. Universidad Pedagógica Nacional Repository. Ventura, A. M., Morillas, L., Martins-Loução, M. A., & Cruz, C. (2015). Women’s Empowerment, Research, and Management: Their Contribution to Social Sustainability. Sustainability 2021, 13(12), 12754. Women, Education and Empowerment: Pathways towards Autonomy. (1995). UIE Studies 5, 68. Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: The Guilford Press. Yates, L., & Chisari, M. (2003). Series: building confidence in the classroom and beyond. Commonwealth of Australia. Macquarie University.
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spelling	Montaño Moreno, JohannaChocontá López, Luisa FernandaBogotá, Restrepo2022 - 20232024-01-25T15:14:34Z2024-01-25T15:14:34Z2023http://hdl.handle.net/20.500.12209/19153instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este documento presenta un proyecto de investigación acción que tuvo como objetivo implementar el teatro del oprimido como estrategia didáctica para desarrollar habilidades de habla y promover el empoderamiento femenino en el aula de inglés. Los participantes de este estudio fueron estudiantes de quinto grado entre los 9 y 11 años de edad del colegio público Liceo Femenino Mercedes Nariño de Cundinamarca ubicado en Bogotá, Colombia Con el propósito de recolectar los datos, se emplearon cuestionarios, diarios de campo, entrevistas, y grabaciones. El presente trabajo de investigación se organizó en tres ciclos de intervención basados en teatro del oprimido en donde se desarrollaron tres pequeñas obras de teatro. Finalmente, se utilizó el método de triangulación y el enfoque fundamentado para el análisis de datos, y de esta manera fue posible presentar las conclusiones, limitaciones e implicaciones del proyecto.Submitted by Luisa Fernanda Chocontà Lòpez (lfchocontal@upn.edu.co) on 2023-12-07T15:23:12Z No. of bitstreams: 2 THEATER OF THE OPPRE.pdf: 2814165 bytes, checksum: 2e508f9cd67a75f90def4af6570a66d3 (MD5) Licencia de uso.pdf: 989263 bytes, checksum: 0ec84192ef8ea3b18eb21c1f651b48b4 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto no cumple con las indicaciones dadas. En el título de la metadata debe tener punto final, la fecha debe incluir solamente el año. Por favor corrija y envíe de nuevo a la mayor brevedad. on 2023-12-07T21:27:13Z (GMT)Submitted by Luisa Fernanda Chocontà Lòpez (lfchocontal@upn.edu.co) on 2023-12-08T05:27:04Z No. of bitstreams: 2 THEATER OF THE OPPRE.pdf: 2814165 bytes, checksum: 2e508f9cd67a75f90def4af6570a66d3 (MD5) Licencia de uso.pdf: 989263 bytes, checksum: 0ec84192ef8ea3b18eb21c1f651b48b4 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-12-11T12:24:08Z (GMT) No. of bitstreams: 2 THEATER OF THE OPPRE.pdf: 2814165 bytes, checksum: 2e508f9cd67a75f90def4af6570a66d3 (MD5) Licencia de uso.pdf: 989263 bytes, checksum: 0ec84192ef8ea3b18eb21c1f651b48b4 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-01-25T15:14:34Z (GMT) No. of bitstreams: 2 THEATER OF THE OPPRE.pdf: 2814165 bytes, checksum: 2e508f9cd67a75f90def4af6570a66d3 (MD5) Licencia de uso.pdf: 989263 bytes, checksum: 0ec84192ef8ea3b18eb21c1f651b48b4 (MD5)Made available in DSpace on 2024-01-25T15:14:34Z (GMT). No. of bitstreams: 2 THEATER OF THE OPPRE.pdf: 2814165 bytes, checksum: 2e508f9cd67a75f90def4af6570a66d3 (MD5) Licencia de uso.pdf: 989263 bytes, checksum: 0ec84192ef8ea3b18eb21c1f651b48b4 (MD5) Previous issue date: 2023Licenciado en Español y Lenguas ExtranjerasPregradoThis document presents an action research project that aimed to identify the impact of implementing the theater of the oppressed as a didactic strategy to develop speaking skills and promote feminine empowerment in the English classroom. The participants of this study were fifth-grade students between 9 and 11 years of age from the public school Liceo Feminino Mercedes Nariño of Cundinamarca located in Bogota, Colombia. In order to collect the data, surveys, field notes, interviews, and recordings were used. The pedagogical instruction for the present research project was organized in three cycles of intervention based on the theater of the oppressed where three small plays were developed. Finally, the triangulation method and the grounded approach were used for the data analysis, and in this way, it was possible to present the conclusions, limitations, and implications of the project.Inglésapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalEmpoderamiento femeninoHabilidades de hablaTeatro del oprimidoFeminine empowermentSpeaking skillsTheater of the oppressedTheater of the oppressed : promoting speaking skills through feminine empowerment.Theater of the oppressed: promoting speaking skills through feminine empowerment.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlencastro, L. C. D. S., Silva, J. L. D., Komatsu, A. V., Bernardino, F. B. S., Mello, F. C. M. D., & Silva, M. A. I. (2020). Theater of the Oppressed and bullying: nursing performance in school adolescent health. Revista Brasileira de Enfermagem, 73(1).Alvarez, M. L. (2013). From unheard screams to powerful voices: a case study of Women's political empowerment in the Philippines 12th National Convention on Statistics (NCS) EDSA Shangri-la Hotel, Mandaluyong City October 1–2, 2013.Bayeh, E. (2016). The role of empowering women and achieving gender equality to the sustainable development of Ethiopia. Pacific Science Review B: Humanities and Social Sciences, 2(1), 37-42.Bhukhanwala, F. (2014). Theater of the Oppressed in an After-School Program: Middle School Students’ Perspectives on Bullying and Prevention. Middle School Journal, 46(1), 3-12.Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.Burch, G. F., Giambatista, R., Batchelor, J. H., Burch, J. J., Hoover, J. D., & Heller, N. A. (2019). A Meta-Analysis of the Relationship Between Experiential Learning and Learning Outcomes. Journal of Experiential Education.Burns, A. (2010). Doing Actions Research in English Language Teaching: A guide for practitioners.Burns, A. (1999). Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press.Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge.Burns, A., & Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research.Fillmore, C. (1979). On fluency. In C. Fillmore, D. Kempler, & W. S.-W. Yang (Eds.), Individual differences in language ability and language behavior (pp. 85-101). New York: Academic Press.Fidalgo-Blanco, N., & Sein-Echaluce, M. L. (2018). Método MAIN para planificar, aplicar y divulgar la innovación educativa. Education in the Knowledge Society (EKS), 19(2), 83-101.Freire, P. (2018). The Banking Concept of Education. Thinking About Schools, 117-127.Freire, P. (2022). Pedagogy of the Oppressed. Penguin.Freire, P., & Macedo, D. (1984). The Politics of Education: Culture, Power, and Liberation. Praeger Pub Text.Gardiner, M., & Tiggemann, M. (1999). Gender differences in leadership style, job stress and mental health in male- and female-dominated industries. Journal of Occupational and Organizational Psychology, 72(3), 301-315.Gualdron, E., & Castillo, E. (2018). Teatro para la enseñanza y el aprendizaje de idiomas: El Teatro E, una metodología holística. Perfil: Problemas en el desarrollo profesional de los docentes, 20(2), 211-227.Jackson, A. (1991). Translator’s introduction to the first edition. In A. Boal, Games for actors and non-actors (A. Jackson, Trans.). London: Routledge. 108Magazine Innovation and Education (2022) affiliated with the Korea National University of Education. ISSN: 2524-8502.Malhotra, A., et al. (2009). Innovation for Women's Empowerment and Gender Equality. International Center for Research on Women (ICRW). North Washington, D.C.Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. John Wiley & SonsMolyneux, M. (2015, September 24). Conditional Cash Transfers: A ‘Pathway to Women’s Empowerment’? GSDRC.Navarro, C., Mantilla, S., & Marín Aranguren, E. (2020). Estudio de caso de empoderamiento y autonomía económica de mujeres rurales productoras en el departamento del Meta, desarrollado por Repsol, Socodevi. Universidad Externado de Colombia.Narayan, D., & Petesch, P. (2007). Agency, Opportunity Structure, and Poverty Escapes. In D. Narayan & P. Petesch (Eds.), Moving out of Poverty (pp. 1-44). Washington, DC: The World Bank.Keysar, B., Hayakawa, S. L., & An, S. G. (2012). The Foreign-Language Effect. Psychological Science, 23(6), 661-668.Liceo Femenino de Cundinamarca. (2015). Proyecto Educativo Institucional, in: student agenda. Class editorial XXI.Lim, Y., & Lee, O. (2017). Relationships between parental maltreatment and adolescents’ school adjustment: mediating roles of self-esteem and peer attachment. Journal of Child and Family Studies, 26(2), 393-404.Ministerio de Educación Nacional. (2020, July 20). Estándares Básicos de Competencias del Lenguaje.Motos Teruel, T. (2017). Diseño y validación de la batería “El teatro y yo”: evaluación del impacto de la experiencia teatral en los jóvenes. Crear Mundos, 15, 344-353. Oxford, R. (1990). Language Learning Strategies: What Every Teacher should Know. Applied Linguistics.Osburn, M. (2010). Forum Theatre Empowering Students to Speak, Act, and Know. Honors College Capstone Experience/ Thesis Projects. Paper 245.OECD. (2016). Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills. OECD Publishing. Paris.Palacio, J. (2020). El Teatro del Oprimido como herramienta de transformación de estereotipos sociales presentes en una institución educativa privada del Valle de Aburrá.Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303-314.Progress despite adversity: women’s empowerment and conflict in Colombia. (2015, July 27). ODI: Think Change.Project, T. B. (2022a, November 15). Reviewing Women’s Empowerment in Colombia. BORGEN.Project, T. B. (2022b, November 15). Reviewing Women’s Empowerment in Colombia. BORGEN.Quintana, D. (2020). El Teatro del Oprimido utilizado como práctica de aula para la apropiación de las competencias ciudadanas en estudiantes de grados 8° de la institución educativa Regional Simón Bolívar.Qureshi, I. A. (2012). The Importance of Speaking Skills for EFL Learners. Wikimedia.Raj, A., Dey, A. K., Lundgren, R., & the EMERGE Team. (2021). A Conceptual Framework for Measuring Women’s Empowerment. Evidence-based Measures of Empowerment for Research on Gender Equality [EMERGE]. Center on Gender Health and Equity (GEH) University of California San Diego. San Diego, CA.Rivas, M. (2015). El teatro del oprimido como herramienta de trabajo del educador social en los centros de menores.Rosenberg, M. (1987). Rosenberg Self-esteem Scale. In K. Corcoran and J. Fischer (Eds.), Measures for clinical practice (pp. 408-409). New York: Free Press.Rojas, C. (2015). Escuela y empoderamiento: aportes a la superación de la pobreza desde el ámbito de la educación. Bogotá: Universidad de los Andes, Centro Interdisciplinario de Estudios sobre Desarrollo (Cider).Soler, B. (2020). Theatre as a Communicative Strategy for Teaching English as a Foreign Language to Primary Education Undergraduates: A Pedagogical Experience. IKASTORRATZA.Tudor, I. (2001). Visions of Learning in the Dynamics of the Language Classroom. Cambridge, UK: Cambridge University Press.UN Women. (2014). World Survey on the Role of Women in Development 2014: Gender Equality and Sustainable Development. United Nations, New York.Vanegas Gutiérrez, K. V. (2020). Boosting Argumentative Speaking Skills And Cultural Awareness Through Ludic Activities. Universidad Pedagógica Nacional Repository.Ventura, A. M., Morillas, L., Martins-Loução, M. A., & Cruz, C. (2015). Women’s Empowerment, Research, and Management: Their Contribution to Social Sustainability. Sustainability 2021, 13(12), 12754.Women, Education and Empowerment: Pathways towards Autonomy. (1995). UIE Studies 5, 68.Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: The Guilford Press.Yates, L., & Chisari, M. (2003). Series: building confidence in the classroom and beyond. Commonwealth of Australia. 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Theater of the oppressed : promoting speaking skills through feminine empowerment.

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