Définir le genre: implications pour l’enseignement de l’histoire des femmes et pour la formation à l’enseignement

Unlike the field of women’s history which has been strongly influenced in recent decades by historian Joan W. Scott’s proposal to make gender a category of historical analysis, history education has yet to theorize thoroughly the concept of gender. Using an example from a history classroom practice, this article discusses the possible didactic implications of various definitions given to the concept of gender by educators, as well as the relative importance they attribute to questions related to gender in history.