Evidence-based coeducation practices in Catalonia

Abstract

On the basis of the knowledge provided by the critical feminist pedagogies focused on critical awareness and ethical engagement to subvert gender inequalities, this article seeks to highlight some evidence-based coeducation practices in secondary schools across Catalonia from the standpoint of education for global justice. To this end, a multimodal research was undertaken, using a combination of techniques based on arts methodologies and participatory techniques, with a highly qualitative approach in a feminist activist research (FAR) framework. The results show that the evidence-based coeducation practices that have been identified are related to the epistemologies (what), the spaces (where) or the organization of schools (how). Likewise, the results reveal some barriers and enablers. These include the lack of gender awareness and of training in feminist pedagogies among teachers, as barriers, and the involvement of students with feminist discourses as an enabler of school transformation from a gender perspective.