The gender and LGBTQ perspectives in library and information science: A case study at the University of Barcelona
Disregarding gender and LGBTQ perspectives at the undergraduate level perpetuates stereotypes and biases that jeopardize gender equality in society. Building on empirical evidence collected by an action-research project at the Faculty of Information and Audiovisual Media at the University of Barcelo...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/195921 |
| Acceso en línea: | https://hdl.handle.net/2445/195921 |
| Access Level: | acceso abierto |
| Palabra clave: | Minories sexuals Estudis de gènere Sexual minorities Gender studies |
| Sumario: | Disregarding gender and LGBTQ perspectives at the undergraduate level perpetuates stereotypes and biases that jeopardize gender equality in society. Building on empirical evidence collected by an action-research project at the Faculty of Information and Audiovisual Media at the University of Barcelona (Spain), this article provides a diagnosis of how teachers and students perceive and value gender and LGBTQ perspectives. Using a multi-method approach (focus group and field journals), this research identified a generalized interest in the incorporation of a gender perspective, although significant barriers are found when carrying it out. While teachers place more emphasis on issues of lack of training and institutional recognition, students value the incorporation of the gender and LGBTQ perspectives yet still observe important limitations. The research also evidences the opportunity of applying action-research projects in bringing together collective reflection and action, as well as the advantages of combining different qualitative methods. |
|---|