TFM - Máster Universitario en Profesorado de Educación Secundaria Obligatoria - Curso 2017-2018
Permanent URI for this collectionhttps://hdl.handle.net/10171/40967
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Results
- A proposal for the integration of gender issues into the International Baccalaureate’s Theory of Knowledge course(2021) Berardone-Bouhèbent, A. (Amalia); Nubiola, J. (Jaime)The present Master’s Thesis in Education explores the integration of gender issues in the International Baccalaureate’s Theory of Knowledge. The subject encourages students to think critically about other subjects they are studying by exploring what constitutes knowledge in different fields of study and by gaining an understanding of the ways in which knowledge is gained. The reader might wonder, why should a course on critical thinking cover gender issues? A growing body of feminist research in recent decades has shown that knowledge is gendered and often androcentric (Harding, 1986; Keller, 1984). A class on epistemology and critical thinking that does not recognize one of the most prominent limitations to knowledge would lose relevance and risk not being pro-democratic. To answer the research question – can gender issues be integrated into the International Baccalaureate’s Theory of Knowledge? –, this dissertation analyzes resources for the course published by the International Baccalaureate and various publishing houses by using feminist writings on science and epistemology. The analysis shows that gender issues receive some treatment by publishing houses and limited treatment by the International Baccalaureate. As a result, suggestions are put forward to aid teachers in integrating gender issues into their classes. Given that the International Baccalaureate is being taught in an increasing number of elite schools worldwide that are shaping tomorrow’s leaders, this dissertation ends by inviting researchers to examine whether the International Baccalaureate as a whole is promoting gender equality.