Assessing learning related to an intersectional feminist perspective: an instrument of analysis (La evaluación de aprendizajes relacionados con una perspectiva feminista interseccional: un instrumento de análisis)

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal for the Study of Education and Development Pub Date : 2023-05-23 DOI:10.1080/02103702.2023.2197347
M. Nieto, Elena Martín, Mariana Solari
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引用次数: 0

Abstract

ABSTRACT There is a broad consensus about the need to educate students in ecosocial skills and intersectional feminist perspectives, which implies designing, developing and assessing interventions that address this learning in different curricular subjects. Initiatives to educate in these issues generally lack tools to assess what students have learned. In this conceptual and methodological paper, we present a theoretically grounded and empirically verified tool based on the theoretical framework of teaching and learning conceptions and designed to analyse and assess what the students have learned related to an intersectional feminist perspective. The tool distinguishes three dimensions of learning: functionality (with domains such as inequality, sexist violence and feminism), complexity and generalization, each of them with different competence levels. This makes it possible to study the impact of feminist educational interventions and can guide teachers in the design of proposals of this type.
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评估与交叉女性主义视角相关的学习:一种分析工具
关于教育学生生态社会技能和交叉女权主义观点的必要性,人们达成了广泛的共识,这意味着在不同的课程科目中设计、开发和评估解决这一学习问题的干预措施。在这些问题上的教育举措通常缺乏评估学生所学知识的工具。在这篇概念性和方法论的论文中,我们提出了一个理论基础和经验验证的工具,该工具基于教学和学习概念的理论框架,旨在分析和评估学生所学到的与交叉女权主义观点相关的知识。该工具区分了学习的三个维度:功能性(包括不平等、性别暴力和女权主义等领域)、复杂性和泛化,每个维度都有不同的能力水平。这使得研究女性主义教育干预的影响成为可能,并可以指导教师设计这类建议。
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来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
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