Resistances to gender mainstreaming in higher education : insights from Schools of Education
Caravaca Hernández, Alejandro (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
Agud Morell, Ingrid (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)

Publicación:	Routledge, 2026
Descripción:	22 pàg.
Resumen:	This article examines the manifestations of resistance to the inclusion of gender perspectives in teaching within Catalonia's Schools of Education. Drawing on feminist institutionalism, the study conceptualizes resistance as a multifaceted phenomenon encompassing individual-institutional and active-passive dimensions. Based on 24 semi-structured interviews with faculty members across five Schools, the research explores resistances and the underlying factors that enable them. Findings reveal that most resistances take the form of passive, subtle behaviours, shaped by factors such as institutional inertia, academic freedom, and the marginalization of gender perspectives within education disciplines. Despite the inclusion of gender equality in official policy agendas, the lack of enforcement mechanisms often relegates these mandates to symbolic gestures, limiting transformative change. Furthermore, active resistances, including denial, trivialization, and ridicule, emerge when institutional cultures or practices are directly challenged. The study demonstrates how resistances reflect deeper power struggles and offers insights for studying policy enactment in universities.
Ayudas:	Ministerio de Ciencia, Innovación y Universidades FPU20/02963
Derechos:	Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió acceptada per publicar
Materia:	Higher education ; Gender equality ; Resistance ; Teacher training ; Policy enactment
Publicado en:	Gender and Education, 01 2026, p. 1-17, ISSN 1360-0516, DOI https://doi.org/10.1080/09540253.2026.2617578

DOI: 10.1080/09540253.2026.2617578

Disponible a partir de: 2027-07-01 Postprint 22 p, 352.3 KB

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