Contradictions in the incorporation of the gender perspective in teaching in Tijuana, México
This work analyzes the discourses on gender socialization among female teachers of basic education in public schools in Tijuana, México. The study is theoretically guided by the gender perspective and a qualitative-interpretive research approach. It is based on information obtained through the tech...
| Autores: | , , , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | México |
| Recursos: | UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA |
| Repositorio: | Culturales |
| Idioma: | español inglés |
| OAI Identifier: | oai:culturales.uabc.mx:article/1115 |
| Acesso em linha: | https://culturales.uabc.mx/index.php/Culturales/article/view/1115 |
| Access Level: | acceso abierto |
| Palavra-chave: | Género roles sociales socialización docencia educación Gender social roles socialization teaching education |
| Resumo: | This work analyzes the discourses on gender socialization among female teachers of basic education in public schools in Tijuana, México. The study is theoretically guided by the gender perspective and a qualitative-interpretive research approach. It is based on information obtained through the technique of focus groups. Research findings indicate a gap between the teachers’ speeches about gender categories and their behaviors and/or attitudes toward the gender roles and identities that their students manifest. On one side, there is an acceptance speech towards gender diversity that do not corresponds to what is socially expected about gender roles associated to sex. On the other, the exercise of gender diversity is rejected both among the student population and among the teaching staff. Evidently, there is a need of creating and implementing new strategies in the professional training and development growth programs on gender aim to educators in Baja California. |
|---|