El profesorado en la aplicación de planes de igualdad: conflictos y discursos en el cambio educativo
This paper presents the conflicts experienced by the teachers responsible for co-education in schools when implementing the 1st Plan for Equal Opportunities between Men and Women in Education. The study used a qualitative methodology based on focus groups. The sample was made up of 30 female and 5 m...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2011 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/44904 |
| Acceso en línea: | http://hdl.handle.net/10201/44904 |
| Access Level: | acceso abierto |
| Palabra clave: | Gender equity Equal education Discourse analysis Teacher Equidad de género Igualdad de oportunidades en educación Análisis del discurso Profesorado |
| Sumario: | This paper presents the conflicts experienced by the teachers responsible for co-education in schools when implementing the 1st Plan for Equal Opportunities between Men and Women in Education. The study used a qualitative methodology based on focus groups. The sample was made up of 30 female and 5 male teachers from different secondary schools of Andalusia, Spain, who participated in five focus groups in which they discussed the Plan for Equal Opportunities. The results show contextual and strategic conflicts in the implementation of the Plan for Equal Opportunities in schools, revealing some inertia and institutional resistance to educational changes and innovation related to gender equality. In addition, the article presents different voices and discourses used by teachers in the resolution of these conflicts. |
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