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Perception of Feminist Teachers on Their Educational Practice: Facilitators and Barriers to Implementing Feminist Education in the Chilean Educational Context.

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No. 15 (2025): Julio-diciembre
https://doi.org/10.5354/2452-5014.2025.79857
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Abstract

One of the keys to building a culture free from discrimination based on sex and gender is teacher awareness and training to achieve progress in these areas. In many cases, androcentric educational models prevail in schools, which invisibilize, conceal, and deny the role and contribution of women in various fields of knowledge. This article presents the results of an exploratory qualitative research project aimed at analyzing feminist teachers’ perception of their teaching practices in order to identify the facilitators and barriers to implementing feminist education within the Chilean education system. To this end, 15 semi-structured interviews were conducted with Chilean feminist teachers and a content análisis was conducted. The results show that teachers recognize that feminist pedagogy is relevant for implementing non-sexist education. They also identify various barriers to implementing feminist pedagogy given that both schools and educational agents, in general, are reluctant to feminist ideas.

Keywords:

feminist education , educational policies , androcentrism , machismo
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How to Cite
Poblete Inostroza, R. N., Martinez-Labrín, S., & Castillo Mardones, P. (2025). Perception of Feminist Teachers on Their Educational Practice: Facilitators and Barriers to Implementing Feminist Education in the Chilean Educational Context. Revista Saberes Educativos, (15), 1–27. https://doi.org/10.5354/2452-5014.2025.79857
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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