Gender Innovation in University Teaching

Abstract

This paper presents the process of institutionalising gender perspective in university teaching in Spain. Although the process remains open and ongoing, the path travelled allows us to reflect on the challenges, learnings and good practices identified. Presenting a path is in tension with ‘breaking the mould’, a central practice in the gender approach. By showing it, we aim to illustrate a way of doing things and not to quell the creative efforts inherent in the hallmark of an outstanding university study and teaching policy. The two initial sections present, respectively, gender perspective in university teaching and the principle of gender equality. The third section brings, on a practical level, the incorporation of gender perspective to a teaching project contemplated from each of the elements around which we design the teaching-learning process, and differentiating between the formal and informal (or hidden) curriculum. The fourth section introduces the idea of ‘gender innovation in university classrooms’ as a development of the transversal (or integrative) approach of gender perspective in research, and presents the collection “Guidelines for the incorporation of gender perspective in university teaching” (XVU).