Gender perspective in teaching and research
Integrating gender perspective in teaching means reviewing the androcentric biases in our fields and questioning concealed assumptions and gender stereotypes. According to Donoso, Montané and Pessoa (2014: 158), “the processes of knowledge production cannot be disconnected from the gender cosmovision”. This means:
- Including knowledge produced by female scientists and experts, often invisibilised.
- Incorporating critical perspectives that uncover androcentric conceptualisations.
- Reviewing the causes and social and cultural mechanisms that sustain gender inequality.
Gender Perspective in Research
The aim of Gender-Sensitive Research is to overcome the implicit androcentrism in research projects. According to Avramov (2011: 11) and Schiebinger and Schraudner (2011: 155), quality research must:
- Eliminate gender bias from its design, content and results.
- Be socially inclusive.
- Build inclusive scientific communities where men and women participate equally at all levels of decision making, policy, and defining and carrying out research.
How does the UAB’s IV Gender Equality Action Plan encourage this perspective?
The UAB’s Fourth Gender Equality Action Plan (2019-2023) encourages gender perspective in teaching and research through eight key measures, some of them outlined here:
- Integrating and monitoring general gender competence in syllabi and theses.
- Offering the teaching staff resources and training .
- Publicising teaching and research with gender and LGBTQ+ perspective.
- Designing informative material.
- Encouraging academic recognition of the inclusion of gender perspective.