Educational innovation with a gender perspective in the teaching of architecture.

Abstract

The incorporation of the gender perspective in the educational scene has had its maximum development at non-university levels of education. It is not until a more recent date, coinciding with the approval of different regulatory frameworks, that the inclusion of the gender perspective in university education begins to be promoted. Compared to other disciplines, teaching in architecture has been slower to incorporate reflection on the scope of equality between people. This has given rise not only to situations of inequality and discrimination in teaching, research and professional practice, but also an androcentric vision of our discipline. In this sense, Architecture Schools are the first space for action to achieve equality between male and female architects through the transversal incorporation of gender. However, these, for the most part, are revealed as masculinized teaching centers. In them, the transmission of knowledge has been carried out from the traditional androcentric values of architecture by teachers who do not perceive inequality or the need to include the gender perspective. The objective of this communication is, first of all, to deepen the analysis of how throughout the 20th and 21st centuries in the field of architecture and urban planning there has been a situation of inequality between women architects with respect to their male colleagues in the both academic and professional sphere that is still present and, secondly, reflect on the way in which, from the teaching of Architecture, it is possible to promote, both specifically and transversally, the gender perspective from the incorporation of innovative teaching initiatives in their methodology, but also in their content that are committed to the gender perspective, make visible the work of women architects and awaken interest and sensitivity towards achieving real and effective equality between men and women.