Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training
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Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training
Year of publication:
2020
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How to quote
Gillanders, C., & Franco-Vázquez, C. (2020). Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training. Gender and Education, 32 (6), 767-783. https://doi.org/10.1080/09540253.2018.1513455
Abstract
This case study reviews the impact of the design and implementation of Arts projects in secondary teacher training that aim to introduce a gender perspective. Students work as an artistic group where each individual contributes from his/her field of knowledge. The teachers of the course propose an initial challenge and provide a follow-up during all the process offering assistance and documentation when required. The research allowed us to know the degree of acceptance and future use of project-based learning in the professional activities of our students. Personal commitment with projects can be enhanced by experiencing projects directly during course study.
