Do we do what we say we do? Science classroom with a gender perspective
Abstract
Gender inequality in science, both in classrooms and in the employment field, is a subject that is currently getting in the spotlight, showing that change needs to be done. Starting from an androcentric society, where women have been (or are) excluded, where education is based on a male model and gender violence are still perpetuated in the classrooms, this paper analyzes several interviews with different teachers to observe their take on gender perspective and how it should be treated in the classrooms. This study shows the importance given in science classrooms to inclusive language and material, as well as to the need to look for female referents. On the other hand, it has been perceived that the teaching staff needs training and that there is a poor relationship between their beliefs and how they later implement them in the classroomKeywords
gender perspective, science, gender, primary education, teachersReferences
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