When teaching becomes a challenge: obstacles and strategies for incorporating gender perspectives in history classrooms

Abstract

This research examines the obstacles that emerge among students when introducing the gender perspective in the teaching of history, as well as the strategies that teachers implement to deal with them. For this purpose, a qualitative methodology is used that triangulates interviews with teachers, classroom observations and analysis of materials produced by the students themselves, which allows a deep understanding of the current educational dynamics. In this way, significant resistance is identified, especially among male students, which leads to a growing ideological polarization within secondary and high school classrooms. However, in response to this, many teachers, motivated by their commitment to equity and Human Rights, are implementing a variety of methods to address these issues on an ongoing basis, highlighting the importance of advocating for a critical educational approach that counters emerging hate speech and fosters a truly inclusive learning environment.