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dc.creatorRebollo Catalán, María Ángeleses
dc.creatorCubero Pérez, Mercedeses
dc.creatorCubero Pérez, Rosarioes
dc.creatorSantamaría Santigosa, Andréses
dc.creatorGarcía Pérez, Rafaeles
dc.creatorVega Caro, Luisaes
dc.date.accessioned2016-07-14T07:29:29Z
dc.date.available2016-07-14T07:29:29Z
dc.date.issued2015
dc.identifier.citationRebollo Catalán, M.Á., Cubero Pérez, M., Cubero Pérez, R., Santamaría Santigosa, A., García Pérez, R. y Vega Caro, L. (2015). Teachers negotiating discourses of gender (in)equality : the case of equal opportunities reform in Andalusia. Gender and education, 27 (6), 635-653.
dc.identifier.issn0954-0253es
dc.identifier.issnISSN-e 1360-0516es
dc.identifier.urihttp://hdl.handle.net/11441/43591
dc.description.abstractThis article is focused on the analysis of the narratives produced by a group of teachers, experts in coeducation, while they were discussing their everyday activities. They are responsible for the implementation of a Plan for Gender Equality in public secondary schools in Andalusia (Spain). This study is based on contributions about doing gender view, according to which gender is not an attribute of individuals, but a way of making sense of interactions and practising a complex system as functioning on three levels: sociocultural, interactional, and individual. We use these levels to understand gender culture in schools through teachers’ discourse. Our interest lies particularly in the meanings, contradictions, difficulties, and conflicts experienced by expert teachers in co-education. Our study was based on group discussions with teachers in charge of the plan for equal opportunities between women and men in school settings. Results show teachers’ conflicts about meanings and how they are supposed to apply the Equality Plan. We observed interactional levels during these conflicts and analysed how teachers construct and validate their discourse.es
dc.formatapplication/pdfes
dc.language.isoenges
dc.publisherGender and Education Associationes
dc.relation.ispartofGender and education, 27 (6), 635-653.es
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEqualityes
dc.subjectGender mainstreaminges
dc.subjectEducation policyes
dc.titleTeachers negotiating discourses of gender (in)equality : the case of equal opportunities reform in Andalusiaes
dc.typeinfo:eu-repo/semantics/articlees
dc.type.versioninfo:eu-repo/semantics/submittedVersiones
dc.rights.accessrightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educaciónes
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Psicología Experimental
dc.relation.publisherversionhttp://dx.doi.org/10.1080/09540253.2015.1083947es
dc.identifier.doi10.1080/09540253.2015.1083947es
idus.format.extent34 p.es
dc.journaltitleGender and educationes
dc.publication.volumen27es
dc.publication.issue6es
dc.publication.initialPage635es
dc.publication.endPage653es
dc.identifier.idushttps://idus.us.es/xmlui/handle/11441/43591

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