From dominant to counter-hegemonic narratives: educating for gender in the changing school

Abstract

This contribution reflects on gender education as a pedagogical approach to deconstructing gender stereotypes and fostering equitable and mindful relationships. Drawing on feminist and multidisciplinary perspectives, it emphasises the importance of rethinking curricula, teaching methods, and teacher training in transformative ways. Rather than being confined to sporadic interventions, gender education should be incorporated into the core of the school project, challenging prevalent representations and power dynamics. The enhancement of counter-hegemonic narratives is proposed as a means of making marginalised subjectivities visible. Practical steps include the critical analysis of texts, autobiographical writing, workshops on consent and difference, and discussion spaces. The goal is to foster a school environment that nurtures plural citizenship, critical awareness, and social justice.