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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices As seen, ICT can contribute to improving the status of women in various sectors, such as fighting poverty with new employment opportunities and marketing of products, or through training and information, combating gender violence, through the transmission of knowledge. Our proposed intervention for the Empowerment of women's collective social associations in the municipality of Pamplona is based on a course in computer literacy and the recovery of historical memory. Such a proposal leads us to consider necessary to start up work on memory, a ransom of the life stories of each woman. Through awareness of the abuses, whether in private relationships, or in the social context that many women have suffered and continue to suffer, they are encouraged to tell their life stories thus conveying their testimony and prevent further perpetuation of abuse. By writing and reading ones own experiences from a gender perspective one can foster awareness, construct a new position in front of their realities and stimulate new attitudes to the difficulties. While we strongly believe in the importance of rescuing the positive experiences of women, so they do not create or convey exclusive models as victims, we also believe in the need for women to expose themselves to their realities as victims of cultures and men, victims especially of a patriarchal culture. 3.1. Why is ICT used as a tool for empowerment? The empowerment of women in relation to Information Technology and Communication, involves improving the skills, knowledge, access and use of ICT. This definition includes a strategic objective referred to increasing the participation and access of women to expression and decision-making in and through the media and information technologies and communication. The relationship of both concepts- ICT-empowerment, as Aguado, Escofet and Rubio (2009) pointed out, is understood from two perspectives: a) ICT as a vehicle of social empowerment. The idea behind this approach is that ICTs can be a major catalyst for social and political empowerment of women and to promote gender equality. There is recognition of the potential of technology as a vehicle to achieve or improve gender equality. For example, the use of tools and competition promotes employability and self-employment or participation in virtual communities and networks can increase the capacity of free expression and decision-making at different stages of a woman’s life. b) Empowerment with ICT. This perspective refers to the level of access, use, competence and attitude towards ICT. In summary, the empowerment of women is focused on increasing its power in key decisions of one’s life, including those related to access to resources, participation in decision making and in the distribution of benefits. It is a process rather than a strategy, so there can be no development agencies to empower women, but it must be they who empower themselves. The concept 25
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices emphasizes the idea of women as active agent. Thus, autonomy, mastery, control, decision-making and freedom to choose are essential aspects in the study of empowerment (Aguado, Escofet, Rubio, 2009). In the context of our area of study, we believe that reinterpreting life stories from the perspective of gender will help women to overcome barriers created between them and the machines and start the effective process of empowerment. These barriers are consequences of insufficient training and cultural stereotypes, traditions, norms and institutions that impose gender relations. Such barriers withstand the subordination and discrimination of women in the field of technology. Traditionally women are considered as technophobes and have a passive attitude towards technology. While it is indeed true that there are some barriers (real or subliminal) that inhibit or impede access to new technologies by women we believe that this can be overcome. Statistics regarding access to ICT in developed countries in Latin America and the Caribbean indicate that the digital gender gap is virtually disappearing (Bonder, 2007). Often this idea that women are ‘naturally’ technophobes has been used to "justify" the low presence of women in the design, production and use of such technological products, an idea that makes invisible the great contribution that women have given and continue to give in the development of ICT and its different profiles. 4. Methodology For the development of this training process we have opted for the Feminist participatory action research methodology (IAPF). This methodological option takes into account the following assumptions: 1) The commitment to social change: the explicit intention of the research is part of a process of social change and non discriminatory 2) Valuing and respecting all subjectivities that are involved, explicitly or implicitly, in the research process 3) The development of a critical thinking process that is essential to any research process. Through critical thinking the process is put into question and problematized. This will help demonstrate its features and limitations. The Feminist Participatory action research has as an objective the actions to produce knowledge useful for a group of people and to empower women through the process of building and using their own knowledge. Empowerment and training is given by the leading and active participation of all team members, including the researcher in the research process and the teaching-learning, which is generated through the generated research. The pursuit of these methodological and other specific objectives facilitated the 26
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