Abstract
Since the ratification of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women in 1979, education has been regarded as an essential vehicle to face gender inequities. As a result, universities are increasingly recognizing the need for mainstreaming gender into education to ensure that all graduates are prepared for developing a gender-sensitive practice. With the purpose of bringing evidence of present developments in connection with current European policies, student teachers' and educators' perceptions of gender mainstreaming implementation from three education programs at the University of Alicante, Spain were explored. Findings reveal that there is a common view that gender mainstreaming has not emerged as a priority in teacher education and that institutional indifference in implementing a gender approach in teaching is a norm. The study contributes to identifying areas of need suggesting actions for making progress in gender equality training at institutional and curricular levels.
TopBackground
Gender equality has long been a focus of attention in international and national regulations, but the need for its development became a worldwide mission just in recent decades. In the 1990s, it was envisioned as a fundamental goal; in the 2000s, as a central component of the Millennium Development Goals; and recently, as a thematic priority in the Sustainable Development Goals (UN, 2015; World Health Organization, 2000). In all those moments, education has been considered a prerequisite to advance gender equity and to combat and prevent gender-based violence and discrimination, which is today one of the great problems of humankind. In this endeavor, international organizations, like the United Nations, have been key in fostering and promoting agreements to be followed for all State Members. Some of the most representative are mentioned below.
Key Terms in this Chapter
Gender Responsive Pedagogy: A teaching practice that pays attention to the specific learning needs of girls, boys and vulnerable gender diverse groups taking away potential discrimination practices that educators may not be aware of.
Gender Equity: It is the process of being fair to women, men, and diverse gender groups by providing fairness and justice in the distribution of benefits.
Gender-Blindness: Failure to recognize that the roles and responsibilities of women/girls and men/boys and/or other minority groups are ascribed to or imposed upon them in specific social, cultural, economic, and political contexts.
Gender Diversity: The extent to which a person’s gender identity, role, or expression differs from the cultural norms prescribed for people of a particular sex.
Gender-Sensitive Teaching: It is the process of supporting equally the learning of women, men, and diverse gender groups.
Gender Perspective: Perspective that considers gender-based differences when looking at any social phenomenon, policy, or educational process.
Gender Equality: The state in which access to rights and/or opportunities are not affected by gender.
Gender Mainstreaming: A strategy globally accepted to achieve gender equality and combat discrimination that involves the incorporation of a gender perspective both in teaching and in organizational structures (e.g., universities, faculties, departments).