Contextualizing gender issues and inclusive education: an analysis of the perceptions of primary education teachers

Latorre Cosculluela, C. (Universidad de Zaragoza) ; Vázquez Toledo, S. (Universidad de Zaragoza) ; Liesa Orús, M. (Universidad de Zaragoza) ; Ramón-Palomar, J.

Resumen: This study explores the experiences and perceptions of primary education teachers regarding the struggle for gender equality in schools located in an area in northern Spain. In addition, it analyses the measures carried out in classrooms and schools to achieve this objective that are influenced by social and cultural factors, and does so within a scenario consisting of an inclusive school that advocates equality as one of its fundamental ethical principles. The study is included in the paradigm of qualitative research, and eight teachers from three public schools were interviewed. The teachers expressed their broad dissatisfaction with the generally limited involvement of the schools and the educational community in promoting gender equality, which is influenced by different social and cultural dynamics. Lines of action are proposed that motivate teachers to take responsibility for their teaching practice in order to guarantee gender equality in a context of cultural diversity.

Idioma: Inglés

DOI: 10.1080/13664530.2021.2009550

Año: 2022

Publicado en: Teacher Development 26, 2 (2022), 189-205
ISSN: 1366-4530

Factor impacto CITESCORE: 1.9 - Social Sciences (Q2)

Factor impacto SCIMAGO: 0.568 - Education (Q2)

Tipo y forma: Artículo (PostPrint)

Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)