Current scholarly literature shows that gender inequalities are still present in the process of curricular decision making and teacher practices. These inequalities are expressed through the selection of educational content, the application of methodological strategies, the selection of teaching resources, interpersonal relationships, specific task assignments, or even seating choices within the classroom. These ongoing gender-related issues drive the need for teachers to receive specific and transversal training in this area. Such trainings should be aimed at revealing gender relations as a type of power relationship for the promotion of social change.
The literature in the field of teacher training indicates that the maintenance of gender stereotypes and biases in teacher discourses and practices reinforces the sex-gender system and, consequently, inequalities. Further research is therefore still needed to study the discourses that emerged from the teaching practices around gender. Moreover, research in this field should encourage critical reflection on teacher training plans and the teaching curriculum itself.
The adoption of coeducational approaches and the promotion of education in and for gender equality entails transforming the traditional teaching curriculum to overcome the androcentric constructive bases of historical, social, and literary knowledge. Such transformation would also motivate the incorporation of “polysemic views” in the understanding and interpretation of social reality. Even today, it is common to recognize in mainstream social communication discourses, such as advertising or audio-visual artistic expressions, clear imagery of unquestionable, allegedly identarian gender cultural patterns. The overcoming or relativization of these patterns should necessarily go through the reexamination of curricular content.
The eradication of gender inequalities requires not only the integration of all the voices that have built social knowledge but also the overcoming of gender stereotypes within the education system. It is thus essential to identify the shortcomings of teachers' training and encourage gender studies as a requisite for their curricula in order to achieve inclusive, plural, and diverse models for teaching practices.
In this Research Topic, we welcome manuscripts on important topics related to the inclusion of gender inequalities in teacher training, and the analysis of this concept in the official school curriculum, materials, and teacher practices. Envisioned contributions include, but are not limited to, original research, review papers, and brief research reports.
Current scholarly literature shows that gender inequalities are still present in the process of curricular decision making and teacher practices. These inequalities are expressed through the selection of educational content, the application of methodological strategies, the selection of teaching resources, interpersonal relationships, specific task assignments, or even seating choices within the classroom. These ongoing gender-related issues drive the need for teachers to receive specific and transversal training in this area. Such trainings should be aimed at revealing gender relations as a type of power relationship for the promotion of social change.
The literature in the field of teacher training indicates that the maintenance of gender stereotypes and biases in teacher discourses and practices reinforces the sex-gender system and, consequently, inequalities. Further research is therefore still needed to study the discourses that emerged from the teaching practices around gender. Moreover, research in this field should encourage critical reflection on teacher training plans and the teaching curriculum itself.
The adoption of coeducational approaches and the promotion of education in and for gender equality entails transforming the traditional teaching curriculum to overcome the androcentric constructive bases of historical, social, and literary knowledge. Such transformation would also motivate the incorporation of “polysemic views” in the understanding and interpretation of social reality. Even today, it is common to recognize in mainstream social communication discourses, such as advertising or audio-visual artistic expressions, clear imagery of unquestionable, allegedly identarian gender cultural patterns. The overcoming or relativization of these patterns should necessarily go through the reexamination of curricular content.
The eradication of gender inequalities requires not only the integration of all the voices that have built social knowledge but also the overcoming of gender stereotypes within the education system. It is thus essential to identify the shortcomings of teachers' training and encourage gender studies as a requisite for their curricula in order to achieve inclusive, plural, and diverse models for teaching practices.
In this Research Topic, we welcome manuscripts on important topics related to the inclusion of gender inequalities in teacher training, and the analysis of this concept in the official school curriculum, materials, and teacher practices. Envisioned contributions include, but are not limited to, original research, review papers, and brief research reports.