Social Invisibility and Socio Cultural Construction of Gender in Historical Narratives of Chilean High School Students

Autor/inn/en	Ortega-Sánchez, Delfín; Marolla-Gajardo, Jesús; Heras-Sevilla, Davinia
Titel	Social Invisibility and Socio Cultural Construction of Gender in Historical Narratives of Chilean High School Students
Quelle	In: European Journal of Educational Research, 10 (2021) 2, S.1023-1037 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Gender Differences; High School Students; Discourse Analysis; Student Attitudes; Inclusion; Personal Narratives; Content Analysis; Sex Stereotypes; History Instruction; Teaching Methods; Foreign Countries; Case Studies; Socioeconomic Status; Females; Politics; Authoritarianism; Social Systems; Public Officials; Presidents; Chile + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Diskursanalyse; Schülerverhalten; Inklusion; Erlebniserzählung; Inhaltsanalyse; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Case study; Fallstudie; Case Study; Socio-economic status; Sozioökonomischer Status; Weibliches Geschlecht; Politik; Autoritarismus; Social system; Soziales System; President; Präsident
Abstract	This research seeks to evaluate the degree of inclusion of the gender perspective and the promotion of education in and for equality in the historical narratives of students in Chilean Secondary Education (n = 105). The study focuses on the analysis of the discursive-narrative mechanisms employed by the students and, in particular, of their representations of gender relations. To this end, the place given to men and women in past and present societies is analysed in the narratives generated by the students (n = 780). A mixed methodology is applied, combining quantitative (descriptive and inferential) and qualitative analyses of the manifest content. The results obtained report the persistence of stereotypical, exclusionary and androcentric perspectives, evidenced in hegemonic gender attributions and in the maintenance of the sex/gender system. These data confirm the need to implement specific teacher training programmes aimed at the acquisition of critical competences and the effective inclusion of the gender perspective in history education. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01