Gender perspective as a dimension of democracy in schools

Abstract

Otherness, the recognition of the non-hegemonic other, is one of the dimensions to focus on in the construction of democracy in schools. In this article, we analyse the relationship between sex and gender, and democracy, based on case analysis of five preschool and primary education centres in Catalonia. In each centre, democracy figures prominently in the educational project. The main finding emphasizes that in these centres, where democracy is a cornerstone, the dimension of gender perspective is seldom considered. Therefore, gender equality policies, though increasingly present in the guidelines and legislation of educational administrations, have little impact. However, in one of the centres analyzed, the democratic project is linked to social transformation, where, in addition, gender relations are cultivated and included. This is an example of implementation, from the bottom up, based on thoughtful reflection and participation of the entire educational community.