Aportaciones de las pedagogías de género a la calidad de la docencia universitaria

Translated title of the contribution: Contributions of gender pedagogies to teaching quality in higher education

Maria Mena Yuste, Ángela Sáez Díaz, Aurora Leal, Margot Pujal Llombart

    Research output: Contribution to journalArticleResearchpeer-review

    1 Citation (Scopus)

    Abstract

    Most undergraduate programs of study in Catalonia, Spain, especially in the health sciences and psychology, lack a gender perspective in teaching. To fill this gap, a series of training workshops were designed with a gender perspective in content and methodology. This article explores the important role that the introduction of feminist methodologies and pedagogies can have in enhancing the quality of teaching through an experience using collective narratives of teachers and participants. The narratives were constructed from five discussion groups with a total sample of 20 people selected according to criteria of variability and representativeness. The two narratives reveal the processes the participants experienced during the workshops and how the integration of feminist methodologies and pedagogical approaches transform the shared construction of knowledge. The main conclusion is that the introduction of feminist methodologies and epistemologies allow us to critically reflect on our practices as trainers and students in the reproduction of gender power relations in and outside the classroom to become active subjects of change.

    Translated title of the contributionContributions of gender pedagogies to teaching quality in higher education
    Original languageSpanish
    Pages (from-to)579-596
    Number of pages18
    JournalEducar
    Volume55
    Issue number2
    DOIs
    Publication statusPublished - 2019

    Fingerprint

    Dive into the research topics of 'Contributions of gender pedagogies to teaching quality in higher education'. Together they form a unique fingerprint.

    Cite this