Are women present in history classes? Conceptions of primary and secondary feminist teachers about how to teach women's history

Apaolaza-Llorente, Dorleta; Casado, Janire Castrillo; Mondragón, Nahia Idoiaga

doi:10.1016/j.wsif.2023.102738

Women's Studies International Forum

2023

DOI: 10.1016/j.wsif.2023.102738

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Are women present in history classes? Conceptions of primary and secondary feminist teachers about how to teach women's history

Dorleta Apaolaza-Llorente

Janire Castrillo Casado

Nahia Idoiaga Mondragón

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2024

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Cited by 3 publications

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‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

Castrillo,

Apaolaza-Llorente,

Idoiaga-Mondragon

2024

European Journal of Women's Studies

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This study examines the perspectives of in-service teachers in Spain on the integration of women’s history in the formal education curriculum. The data were collected from a general invitation extended to primary and secondary education history teachers. However, the respondents to the questionnaire were 88 teachers who self-identified as feminists. The participants were invited to complete a free word association exercise regarding the possibility of integrating women’s history in their classes. The lexical content of their narratives was analysed using the Reinert method. The results demonstrate that teachers express criticism of the existing history curriculum, citing the absence of content about women in textbooks and advocating for their inclusion in history classes. The respondents recognized the challenges of acknowledging the role of women in different epochs and the need to create female historical references and break with traditional gender stereotypes. It can be concluded that there is a presence of critical awareness and a favourable attitude towards the introduction of content linked to women’s history, and that teachers tend to agree with the arguments presented in the scientific literature of recent decades.

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‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

Castrillo,

Apaolaza-Llorente,

Idoiaga-Mondragon

2024

European Journal of Women's Studies

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¿Qué sabe el alumnado sobre la Historia de las mujeres al terminar Primaria? Un estudio de caso

Bravo Llamosas,

Castrillo

2024

ENSAYOS

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ste estudio indaga en los conocimientos y percepciones que tiene el alumnado al finalizar la etapa de Educación Primaria sobre la Historia de las mujeres. Se realizó un estudio de caso en un centro escolar alavés de titularidad pública, en el que participaron 58 estudiantes (44,8% mujeres) de tres aulas de sexto curso de Primaria. Los datos se recabaron mediante un cuestionario diseñado ad hoc, compuesto por 14 ítems. Los resultados indicaron que los y las participantes conocían a un número significativamente menor de referentes históricos femeninos que masculinos. Por otro lado, permitieron constatar que el alumnado atribuía una menor importancia a algunos de los cometidos usualmente asociados a los roles tradicionales femeninos. Se concluyó la necesidad de reforzar las dinámicas coeducativas en las aulas, consonantes con los postulados legales en vigor, que faciliten una mayor integración de contenidos de la Historia de las mujeres.

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Comparison of 9th Grade History Textbooks Used in 2013 and 2023 in Terms of Women's History

Köse

2024

İnsan Ve Sosyal Bilimler Dergisi

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As an extension of women's history and gender equality studies, the level of visibility of women in history textbooks and the reflection of their historical roles in textbooks has become an important area of research. The language, information, and visuals used in history textbooks are considered very important data tools for these studies. In this research, which has a qualitative approach, the 9th grade history textbooks taught in 2013 and 2023 were compared in terms of women's history. The aim of the research is to make a comparison of the 9th grade history textbooks taught in 2013 and 2023 in terms of women's history and to reveal the point reached regarding women's history. In line with this purpose, document analysis was preferred as the method. The 9th grade history textbooks were selected through the purposive sampling method. Content analysis was used to analyze the data. According to the findings of the study, history textbooks reveal a regression in terms of women's history. Most of the female names identified in the history textbooks taught in 2013 are not included in the history textbooks used in 2023. The visuals in the book are not sufficient in terms of women's history. It can be thought that the changing history programs have an impact on this outcome since textbooks are written within the framework of history programs. It can also be argued that not enough sensitivity has been shown to the inclusion of women's history in textbooks.

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Are women present in history classes? Conceptions of primary and secondary feminist teachers about how to teach women's history

Cited by 3 publications

References 23 publications

‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

‘History cannot be understood without women’: Feminist teachers’ representations of women’s history in primary and secondary education in Spain

¿Qué sabe el alumnado sobre la Historia de las mujeres al terminar Primaria? Un estudio de caso

Comparison of 9th Grade History Textbooks Used in 2013 and 2023 in Terms of Women's History

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