Transversalidad de género en innovación educativa

  1. Laura Aguilera Ávila 1
  2. María Aránzazu Calzadilla Medina 1
  3. Estefanía Hernández Torres 1
  4. Luis Javier Capote Pérez 1
  5. Ana Vega Navarro 1
  6. Sara García Cuesta 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    GRID grid.10041.34

Book:
De los procesos de cambio al cambio con sentido
  1. Ana Vega Navarro (coord.)

Publisher: Servicio de Publicaciones

ISBN: 978-84-16471-20-1

Year of publication: 2019

Pages: 13-30

Type: Book chapter

Export: RIS
DOI: 10.25145/b.innovaull.2019.001 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

2007 was an important year in Spain in relation with the gender equality. That year a fundamental boost was given to the inclusion of gender equality in universities through the 2007 reform of the Organic Law on Universities 6/2001. Its preamble emphasizes that the university has a role in transmitting «values... [to] achieve a tolerant and egalitarian society, in which fundamental rights and freedoms and equality between men and women are respected». This reform also specifies some lines to integrate equality in the organization, such as the proposal to create Equality Units, and in its management, such as the obligatory existence of parity in the representative bodies or the promotion of greater participation of women in research groups. But after ten years of this reform, it stands out that this effort has not been reflected in the incorporation of competences related to equality and gender issues in the different university studies. Some barriers to this incorporation have their origin in the teaching staff, such as gaps in their training; but they also stem from the students, who resist participating in activities that promote equality. The result is that gender mainstreaming is for now a good intention rather than a reality. The lack of student participation or the scarce presence of equality and/or gender issues in the curricula can be replaced with other strategies, such as educational innovation projects. In this symposium we present different experiences that have used this line of work to tackle the task of including gender transversally in student training.