Chilean Teacher Educators’ Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study

Jesús Marolla Gajardo, Jordi Castellví Mata and Rodrigo Mendonça dos Santos
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Jesús Marolla Gajardo: Faculty of Education, University of The Americas, Santiago de Chile 8370040, Chile
Jordi Castellví Mata: Faculty of Education, International University of La Rioja, 26006 La Rioja, Spain
Rodrigo Mendonça dos Santos: Department of Curriculum & Pedagogy, Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z4, Canada

Social Sciences, 2021, vol. 10, issue 3, 1-16

Abstract: Schools must assume a clear position that considers gender perspectives and studies in their programmes’ construction as well as in discourses and practices produced and reproduced in the school context. Social sciences education is a key area that enables the creation of tools to reflect and foster social justice practices in face of violence against women. In this article, we focus on some reflections of social sciences education professors in Chile. Specifically, we discuss the limitations they face to include women and women issues in their classes. The methodology utilised is Collective Case Studies. The methodology used has a socio-constructivist approach and critical theory perspective, seeking to understand the structures of meaning around the invisibility of women and their history. Among the results, the willingness of professors to include and transform their practices towards perspectives that promote inclusion and social justice stands out. However, they have different limitations, such as excessive workload, the tradition already present in teacher education programmes, and the rigidity of the hegemonic and patriarchal structures.

Keywords: teacher training; women; education; conceptions (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2021
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