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Education and Gender

Code: 105791 ECTS Credits: 6
Degree Type Year Semester
2503878 Sociocultural Gender Studies FB 1 1


Mireia Foradada Villar

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


Maria Montserrat Rifa Valls
Mireia Foradada Villar


There is no requirement for this subject.

Objectives and Contextualisation

This subject pursues the study of the main theories of Education in order to understand the confered meanings. Furthermore, the course aims to analize the approaches to education from a gender perspective, among other intersections.


  • Advise on socio-educational action processes to promote citizen participation in equality issues.
  • Express correctly and in a non-sexist or homophobic manner both orally and in writing.
  • Interpreting and interrelating the conceptual bases of feminist theories. 
  • Proposing corrective actions of the violences tha ttrigger the types and degrees of discrimination on the basis of sex, gender and sexual orientation.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.

Learning Outcomes

  1. Identify the different socio-educational models in history and their contribution to the generation, reproduction or overcoming of inequalities.
  2. Identify the inconsistencies present in educational, social and professional practice, between the theoretical discourses on gender equality and everyday events.
  3. Incorporate the concepts of postcolonial, feminist and intersectional perspectives for the analysis of the different socio-educational realities.
  4. Propose activities that contribute to becoming aware of the consequences of a differentiated socialization based on the sex of the people.
  5. Propose coeducation practices from gender diversity.
  6. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  7. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  8. Use non-sexist resources and alternatives in work spaces, education and coexistence.


  1. Postcolonials, dicolonial, feminists and intereseccionals approaches in Education. 

      Analysis of educational situations and positions in education through case study.

      2. Theories of education from gender approach. 

      To think about education throughout different authors and promoting a dialogue as a group.

      3.Gender positions and identities in education. 

      Reflections and debates across (self)biographies, narratives and education experiences.

      4. From single education to coeducation and queer pedagogy. 

      Construction of stereotypes, prejudices and sexism in socio-education contexts.  


The sessions of this subject are mainly theoretical, therefore reading activities have an important relevance for the every class and the autonomous task of the student. Students will be able to situate the topics of the readings in its historical context and tie them with gender and education theories.

-         Presentation sessions by teachers of the subject. 

-         Working-group:

  • Presentation sessions by students of their essays. 
  • Socioeducative action project related with the final essay, doing the presentation through digital platforms. 

-        Individual activities:

  • Case study
  • Final work about the contents of the subject.
  • Guidance for the final project about methodological proposals. 

-  Readings and reflections.


If the health context is unsafe due to COVID-19, all activities will be adapted to telematic sessions in order to continue the course:

- Presentation sessions by teachers of the subject on telematic mode. 

- Working-group (telematic systems of the university):

  • Presentation sessions by students of their essays.
  • Socioeducative action project related with the final essay, doing the presentation through digital platforms. 

- Individual activities (Virtual Campus Tasks):

  • Case study
  • Final work about the contents of the subject.

  • Guidance for the final project about methodological proposals (videoconference). 

-Readings and reflections.

In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.


Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Group activities in the room and student presentations 20 0.8 1, 2, 3, 7, 6
Group sessions 30 1.2 1, 2, 3
Type: Supervised      
Tutoring and guidance of activities 35 1.4 2, 7, 6
Type: Autonomous      
Individual tasks: Readings, to prepare presentations and educational materials, among other activities. 65 2.6 1, 2, 3, 4, 5, 7, 6, 8



Evaluation activities are assessed during the semester following a continuous assessment. The evaluation is described below:


-       Assessment of performative dimension (30%). In the working group, they have to set up a dialogue among different voices from theories of education and feminists.


-       Assessment of the productive dimension is composed of two parts - individual and group (40%): Individual part is conducted by each student. It is expected that the student will include reflections from a gender perspective. The teachers of this subject offer guidance during the process of this activity (2 meeting min. with the teacher are required to pass this activity). The group part pursues a socio-educative action to transform Education, according to the topic of an individual part.

-       Systemic dimension (30%) A case study and other activities are used as an assessment activity in the working group. The resources for this activity can be mass media, daily life and educative situations to connect personal experiences and educational feminists’ approaches.


 Revisions of marks

After each activity, teachers will inform student about the date of publication of marks (moodle).


Catch up activities

If the student has failed some part, they have the opportunity of recovery it. The recovery activity will be an autonomous essay or exam defined by teachers. (Timetable of recoveries are published at website of the faculty). 


Activities excluded of recovery 

The system of evaluation of this project is a continuous assessment, so the final project is excluded of recovery. The student should have done a process of guidance with teachers during the course


Additional information

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
PERFORMATIVE DIMENSION It is used case study from mass media, daily life and room in order to connect personal experiences and educational feminists approaches. 30% 0 0 1, 2, 3, 7, 6
PRODUCTIVE DIMENSION Reflexions and methodologic proposals that pursue a social-educational transformation and processes of emancipation as a group. 40% 0 0 1, 2, 3, 4, 5, 7, 6, 8
SYSTEMIC DIMENSION Furthermore, there will take place student's presentations, based on dialogue among different voices from theories of education and feminists. 30% 0 0 1, 2


Compulsary bibliography:

Cabaleiro, Júlia (2005). Educació, dones i història. Una aproximació didàctica. Barcelona: Icària. 

Ellsworth, Elizabeth (1999). ¿Por qué esto no parece empoderante? Dins de Marisa Belausteguigoita i Araceli Mingo (eds.), Géneros Prófugos: Feminismo y educación (pp. 55-89). Paidós: México. 

Foucault, Michel. (1975). Vigilar y castigar: nacimiento de la prisión. Buenos aires: Siglo XXI. 

Freire, Paulo. (1975). Pedagogía del oprimido. Buenos aires: Siglo XXI. 

Gilligan, Carol (2013). La ética del cuidado. Barcelona: Fundació Víctor Grífols i Lucas. 

hooks, bell (1994). Teaching to transgress. New York: Routledge. 

hooks, bell; Flores, Valeria; Britzman, Deborah (2016). Pedagogías transgresoras. Córdoba: Bocavulvaria ediciones.

Rousseau, Jaques (1762). Emili o De l’educació. Edicions diverses. 

Wollstonecraft, Mary. (1792). Vindicación de los derechos de la mujer (No. 225). Madrid: Akal. 



Acker, Sandra (1994). Género y educación. Reflexiones sociológicas sobre mujeres, feminismo y enseñanza. Madrid: Narcea.

Ahmad, Fauzia(2010). Modern traditions? British muslim women and academic achievement. Gender and Education, 13 (2),137-152.

Azorin Abellán, Cecilia María (2014). Actitudes del profesorado hacia la coeducación, Claves para unaeducación inclusiva. Ensayos: Revista de Educación de Albacete,29 (2): 159-174 [https://dialnet.unirioja.es/servlet/articulo?codigo=4911722].

Bedia, Rosa Cobo. (Ed.). (2008). Educar en la ciudadanía: perspectivas feministas. Madrid: Los libros de la Catarata.

Belausteguigoitia, Marisa i Mingo, Araceli (Eds.) (1999). Géneros prófugos. Feminismo y educación. México: UNAM-Paidós.

Blanco, Nieves (coord.). (2001). Educar en femenino y en masculino. Madrid: Akal.

CIDE/Instituto de la Mujer (2006). Incorporación y trayectoria de niñas gitanas en la ESO. Madrid: Fundación Secretariado Gitano, Ministerio de Trabajo y Asuntos sociales.

Cobo, Rosa (Ed.) (2007). Interculturalidad, feminismo y educación.Madrid: La Catarata i Junta de Andalucía, Plan de Igualdad.

García-Pérez, Rafael; Buzón Garcia, Olga; Piedra de la Cuadra, Joaquín i Quiñones Delgado, Carlos (2010). La ceguera de género en el profesorado. Ponencia presentada en el Congreso Universitario Nacional de Investigación y Género. Sevilla: Universidad de Sevilla [http:// http://hdl.handle.net/11441/40179].

García-Pérez, Rafael; Rebollo Mª Ángeles; Vega, Luisa; Barragán‐Sánchez, Raquel; Buzón, Olga & Piedra, Joaquín (2011). El patriarcado no es transparente: Competencias del profesorado para reconocer la desigualdad. Cultura yEducación, 23(3): 385‐397.

Gilligan, Carol. (1993). In a different voice. United States of America: Harvard University Press.

Grañeras, Montserrat i Mañeru Méndez, Ana (Coords.). Revisión bibliogràfica sobre mujeres y educación (1983-2007). Madrid: CIDE/Instituto de la Mujer. 

Herraiz, Fernando (2008). Una reflexión sobre la masculinidad en la escuela. Una experiencia de aprendizaje de género y sexo. Aula. De innovación educativa, 177. Barcelona: Graó.

Luke, Carme (1999). Feminismos y pedagogías en la vida cotidiana. Madrid: Morata

Observatori per a la Igualtat (2017). Perspectiva de gènere en les competències dels estudis de Ciències de l’Educació.Bellaterra: Universitat Autònoma de Barcelona.

Pié Balaguer, Asun (2009). Educació social i teoria queer. De l’alteritat o les dissidències pedagògiques. Barcelona: UOC.

Pié, Asun (2009b). De la teoria queer i les altres maneres de pensar l’educació. Temps d’Educació,37, 253–270. Universitat de Barcelona.

Piedra, Joaquín (2014). Género, masculinidades y diversidad. Educación física, deporte e identidades masculinas. Barcelona: Octaedro.

Planella, Jordi, i Pié, Asun (2012). Pedagoqueer: resistencias y subversiones educativas. EducaciónXXI,15.1, Facultat d’Educació, UNED, p. 265–283. Disponible a: http://e-spacio.uned.es/fez/eserv.php?pid=bibliuned:EducacionXXI-2012-15-1-5130&dsID=Documento.pdf

Rebollo, Ángeles (Coord.) (2006). Género e interculturalidad: educar para la igualdad. Madrid: Aula abierta/Muralla.

Rodríguez Martínez, Carmen (Comp.) (2007). Género y currículo. Aportaciones del género al estudio y pràctica del currículo. Madrid: Akal.

Rodríguez, Encarna.(2001) Neoliberalismo, educación y género: análisis crítico de la reforma educativa española. No. 34. Las Ediciones de La Piqueta.

Selcuk, R. Sirin i Michelle (2008). Fine Muslim American Youth. Understanding hyphenated identities through multiple methods. NYU Press. 

Sensoy, Özlem and Darius Christopher, (2011). Muslim voices in school: narratives of identity and pluralism. Sense Publishers. Leiden. 

Sibai, Sirin. Adlbi. (2018).La cárcel del feminismo: hacia un pensamiento islámico decolonial(Vol. 13). España: Ediciones AKAL.

Skelton, Christine; Francis, Becky i Smulyan, Lisa (Eds.) (2006). The SAGE handbook of Gender and Education.London: Sage.

Subirats Martori, Marina / Tomé González, Amparo / Solsona Pairó, Núria(2019). Coeducar: posar la vida al centre de l’educació. Dossier Graó. ISSN2462-5914

Subirats, Marina (2017). Coeducación, apuesta por la libertad. Madrid: Octaedro.

Sundaram, Vanita (2014). Preventing youth violence: Rethinking the role of gender and schools. UK: Springer.

Talburt, Susan i Steinberg, Shirley (eds) (2005). Pensando queer: sexualidad, cultura y educación. Barcelona: Grao.

Tomé, Amparo i Rambla, Xavier (2001). Lacoeducació de les identitats masculines a l’educació secundària. Bellaterra: Institut de Ciències de l’Educació, Universitat Autònoma de Barcelona. 

UNESCO (2015).A Guide forGender Equality in Teacher Education Policy and Practices. http://unesdoc.unesco.org/images/0023/002316/231646e.pdf

Walkerdine, Valerie (1998). La cultura popular y la erotización de las niñas. A: Curran-Morley-Walkerdine.Estudios culturales y comunicación. Barcelona: Paidós.

Yip, Andrew Kam-Tuck & Sanjakdar, Fida (Ed.) (2018). Critical Pedagogy, Sexuality Education and Young People: Issues about Democracy and Active Citizenry (Adolescent Cultures, School, and Society)New York:Peter Lang.

Webs of interest

 -       Coeducació i formació del professorat


Generalitat de Catalunya. Pla d’igualtat del sistema educatiu, http://ensenyament.gencat.cat/ca/arees-actuacio/centres-serveis-educatius/projectes-educatius/comunitat-educativa-entorn/pla-igualtat-genere/

Subirats, Marina (2010). La coeducación hoy: Los objetivos pendientes. Gobierno Vasco. Emakunde, Programa coeducativo para la igualdad, el respeto y la no-violenciahttp://www.emakunde.euskadi.eus/contenidos/informacion/proyecto_nahiko_formacion/es_def/adjuntos/2010.09.21.marina.subirats.pdf.

Instituto de la Mujer (2008). Guia de Coeducación. Síntesis sobre la Educación para la Igualdad de Oportunidades entre Mujeres y Hombres. Madrid: Ministerio de Igualdad. http://www.inmujer.gob.es/observatorios/observIgualdad/estudiosInformes/docs/009-guia.pdf


-       Propostes per treballar la igualtat de gènere a l’aula

CIRD, Ajuntament de Barcelona. Recursos pedagògics online per a la igualtat:http://ajuntament.barcelona.cat/recursospedagogics/ca

Gender and Education(resources: pedagogies): http://www.genderandeducation.com/resources-2/pedagogies/

Igualtat en ruta. Recursos coeducatiushttp://isonomia.uji.es/wp-content/uploads/2013/06/PDF-igualtat_en_ruta-recursos_coeducatius.pdf

Institut Català de les Dones. Recursos per a la sensibilització, coeducació i violència masclista (àmbits d’actuació): http://dones.gencat.cat/ca/inici/

Instituto Asturiano de la Mujer (2001). Coeducación. Guia de recursos. Asturias: Servicio de Publicaciones de la Consegería de la Presidencia. http://www.educarenigualdad.org/media/pdf/uploaded/old/Mat_177_guia_de_los_recursos.pdf.

IREX. Creating Supportive Learning Environments for Girls and Boys: A Guide for Educators.https://www.irex.org/resource/creating-supportive-learning-environments-girls-and-boys-guide-educators

Roset, Montserrat; Pagès, Eugència; Lojo, Mirta i Cortada, Esther (2008). Guia de coeducació per als centres educatius: pautes de reflexió i recursos per a l’elaboració d’un projecte de centre.Barcelona: Institut Català de les Dones, Departament d’Educació, Generalitat de Catalunya http://dones.gencat.cat/web/.content/03_ambits/docs/publicacions_eines10.pdf.

-       Projectes i altres recursos


Coeducacció. Cooperativa que treballa per la transformació educativa des d’una perspectiva de gènere



Judith Butler.Género y sexualidad para adolescentes. Diálogo con Miquel Missé y 300 estudiantes



OASISofrece espacios de encuentro y socialización para adolescentes con expresiones y identidades de género y sexualidades diversas. http://oasislgtb.org/es/


PUNT 6Cooperativa d’arquitectes, sociòlogues i urbanistes de procedències diverses, amb més de 10 anys d’experiència local, estatal i internacional




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