Rethinking University Teaching From a Feminist Perspective: Institutional Strategies to Address Sexism in Higher Education

• In Event: Gender Policies in Higher Education: Knowledge, Teaching, and Academic Path

Abstract

Feminist demands within Chilean universities have gained significant public visibility since 2018, fueled by a movement led by women, lesbians, and trans students. This movement represents a unique opportunity to confront and combat sexism within higher education (Troncoso, Follegati, and Stutzin, 2019; Zerán, 2018). Although these demands have existed for some time, recent developments have brought greater attention to issues such as sexual harassment and gender-based violence within educational spaces. As a result, both institutional and political entities are now more inclined to find solutions on various levels. A relevant question is, what are the institutional responses to sexism in higher education manifest? Specifically, how can the diverse, heterogeneous, and complex field of gender and feminist studies be translated into concrete institutional actions? Additionally, it is crucial to consider how the gender perspective can retain its critical power while effectively promoting the transformation of higher education teaching. The aim of this paper is to examine how demands for a non-sexist education are articulated through institutional responses addressing sexism in higher education. It seeks to identify the challenges involved in implementing a critical gender and intersectionality perspective. To achieve this, a case study is conducted, focusing on the experience of a prominent research university. The analysis centers on three key aspects: The demands put forth by the university's feminist student movements in relation to non-sexist education in 2018, the agreements or institutional commitments made to address these demands, and examples of specific institutional responses that have been implemented to date, encompassing changes to the educational model, teacher training initiatives, and guidelines for university teaching. The gender perspective in university teaching represents a prompt response to address sexism in higher education. By drawing upon feminist perspectives and knowledge, it highlights the intricate connections between sexism, inequalities, gender violence, and the discrimination faced by women and LGBTIQ+ people. The current advancements in feminist and gender theories, coupled with insights from intersectional perspectives (Hill-Collins, 2019; Lykke, 2010), decolonial and critical theories of sexuality, offer new dimensions to comprehend the gender perspective's role in university education. They pave the way for a transformative approach that fosters education aligned with principles of social justice (Manicom, 1992; Bell, 2016; Hooks, 2021). Hence, addressing the institutional mechanisms related to teaching can serve as a means of influencing university education, all the while retaining a critical approach that encourages questioning the various aspects of the gender perspective in higher education. By incorporating the insights from feminist and gender theories into its design and implementation, these institutional instruments can be more effective. This paper makes a valuable contribution to the ongoing discourse concerning the integration of the gender perspective in university education, acknowledging the significant influence of feminist theoretical perspectives on shaping institutional responses to sexism in higher education.

Authors

• Carolina Munoz Rojas, Pontificia Universidad Catolica de Chile

• Lelya Troncoso, Universidad de Chile