Chilean Teacher Educators' Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study

Dados Bibliográficos

ID5933352
AutoresJesús Marolla-Gajardo (0000-0001-6215-0010, University of the Americas, autor correspondente), Jordi Castellví Mata (0000-0002-6487-5477, Universidad de La Rioja), Rodrigo Mendonça Dos Santos (0000-0003-4266-1977, University of British Columbia)
Ano2021
Volume10
Fascículo3
Páginas106
Data de publicação2021-03-19
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoSocial Sciences (JOURNAL)
Identificadores do periódicoISSN: 2076-0760 • E-ISSN: 2076-0760
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci10030106
OpenAlexW3138106975
IdiomaEN
Citações recebidas10
Referências citadas26

Schools must assume a clear position that considers gender perspectives and studies in their programmes' construction as well as in discourses and practices produced and reproduced in the school context. Social sciences education is a key area that enables the creation of tools to reflect and foster social justice practices in face of violence against women. In this article, we focus on some reflections of social sciences education professors in Chile. Specifically, we discuss the limitations they face to include women and women issues in their classes. The methodology utilised is Collective Case Studies. The methodology used has a socio-constructivist approach and critical theory perspective, seeking to understand the structures of meaning around the invisibility of women and their history. Among the results, the willingness of professors to include and transform their practices towards perspectives that promote inclusion and social justice stands out. However, they have different limitations, such as excessive workload, the tradition already present in teacher education programmes, and the rigidity of the hegemonic and patriarchal structures

Context (archaeology · Face (sociological concept · Hegemonic masculinity · Hegemony · Inclusion (mineral · Invisibility · Pedagogy · Political science · Politics · Social constructivism · Social science · Sociology · Teacher education · Education and Teacher Training · Education in Rural Contexts · Gender Studies · Social Sciences and Humanities