Education for Gender Equality in Teacher Preparation: Gender Mainstreaming Policy and Practice in Spanish Higher Education
Por favor, use este identificador para citar o enlazar este ítem:
http://hdl.handle.net/10045/139985
Título: | Education for Gender Equality in Teacher Preparation: Gender Mainstreaming Policy and Practice in Spanish Higher Education |
---|---|
Autor/es: | Cardona Moltó, María Cristina | Miralles-Cardona, Cristina |
Grupo/s de investigación o GITE: | Diversidad, Educación y Género (DEG) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología de la Salud |
Palabras clave: | Gender equality | Education | Teacher preparation | Gender mainstreaming | Higher education |
Fecha de publicación: | 2022 |
Editor: | IGI Global |
Cita bibliográfica: | Cardona-Moltó, M. C. & Miralles-Cardona, C. (2022). Education for Gender Equality in Teacher Preparation: Gender Mainstreaming Policy and Practice in Spanish Higher Education. In J. Boivin & H. Pacheco-Guffrey (Eds.), Education as the Driving Force of Equity for the Marginalized (pp. 65-89). IGI Global. https://doi.org/10.4018/978-1-7998-8025-7.ch004 |
Resumen: | 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. |
Patrocinador/es: | This research was supported by the Alicantine Institute of Culture Juan Gil-Albert (grant number 27/10/2020-5); and the UA University Institute for Gender Studies Research (grant number 20/01/2020-1). |
URI: | http://hdl.handle.net/10045/139985 |
ISBN: | 9781799880257 | 9781799880264 |
DOI: | 10.4018/978-1-7998-8025-7.ch004 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/bookPart |
Derechos: | © 2022, IGI Global |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.4018/978-1-7998-8025-7.ch004 |
Aparece en las colecciones: | INV - DEG - Capítulos de Libros |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
---|---|---|---|---|
Cardona_Miralles_2022_IGI.pdf | Acceso restringido | 265,31 kB | Adobe PDF | Abrir Solicitar una copia |
Todos los documentos en RUA están protegidos por derechos de autor. Algunos derechos reservados.