This article refers about the development of assessment tools concerning to identify gender biases in teachers of a Vocational Education institution in Chile. Particularly, in the fields of engineering and technology, usually characterized by having male majority presence. Our aim is to identify, based on a mix method perspective, the limits and the potentials of current evaluation systems in its goal of building a sensitive culture about gender issues and an inclusive education, beyond policies of performance accountability. Based on international experiences review, we present a heading model and taxonomy of sexism models in order to identify, within the classroom, practices that reproduce gender bias and stereotypes in a context strongly permeated by a masculine culture. From a performative approach, we empathize in the responsibility of teachers and policy makers in the development of inclusive educative contexts beyond formal curricula, assuming the relevance of institutions self-regulation. Nonetheless, we argue that evaluation systems should be thought as a meaningful formative process that has to give account of the local context and particularities of their members rather than “high-stake accountability”, mediated by sanction, classification and erasure of singularity.
Nicole Vallejos, Duoc UC, Chile
Andrea Parra, Duoc UC, Chile
Stream: Teaching Experiences
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