Evidence-based coeducation practices in Catalonia Authors Xènia Gavaldà Elias Universitat Autònoma de Barcelona - Edualter Berta Llos Casadellà Universitat Autònoma de Barcelona Angelina Sánchez Martí Universitat Autònoma de Barcelona Keywords: Coeducation, gender perspective, evidence-based practices, schools, secondary education, feminist pedagogies. 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. Downloads Download data is not yet available. Downloads PDF (Català) Published 2021-12-02 How to Cite Gavaldà Elias, X., Llos Casadellà, B., & Sánchez Martí, A. (2021). Evidence-based coeducation practices in Catalonia. Revista Catalana De Pedagogia, 21, 3–20. Retrieved from https://revistes.iec.cat/index.php/RCP/article/view/149356 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver Download Citation Endnote/Zotero/Mendeley (RIS) BibTeX Issue Vol. 21 (2022): Pedagogies feministes als Països Catalans Section Research articles License The intellectual property of articles belongs to the respective authors. On submitting articles for publication to the journal Revista Catalana de Pedagogia, authors accept the following terms: Authors grant to Societat Catalana de Pedagogia (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Revista Catalana de Pedagogia. Authors answer to Societat Catalana de Pedagogia for the authorship and originality of submitted articles. Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles. Societat Catalana de Pedagogia declines all liability for the possible infringement of intellectual property rights by authors. The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at https://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it. The journal is not responsible for the ideas and opinions expressed by the authors of the published articles.
