Critical Thinking, Gender, and Education

Dear Colleagues,

The social and political recognition of gender equality and the momentum of feminist movements have generated profound changes in society in recent decades. Since the first wave of the movement, feminist activism has contributed to the recognition of women as independent and autonomous subjects of rights. The commitment to gender equality is part of the agenda of international organizations and, in particular, is the fifth Sustainable Development Goal of the 2030 Agenda. However, despite legislative progress and the efforts of a number of public authorities, effective equality is not yet a reality.

In order to investigate the multiple forms of discrimination and violence that are part of the "continuum" of the lives of too many women, the scientific community has paid great attention to studying problems arising from gender inequality. Today, we know how gender stereotypes and sexism fuel a process of dehumanization that contributes to depriving women of dignity and rights. This situation particularly affects invisible women, such as women in prison, migrant women, or victims of trafficking and sexual exploitation. In this regard, for this Special Issue, all works that explore gender issues from different perspectives are considered relevant, visibilizing women who tend to be hidden socially and academically.      

This monograph cannot ignore the power of education as a lever for real social change. Studies with a co-educational optic and that provide relevant information in the study of the feminist perspective in education come under the thematic line of the monograph, especially research that represents a breakthrough for education in gender equality, investigating all situations of benevolent gender discrimination that continue to place women in a position of manifest inequality.

In this way, this monograph is proposed, anchored in an intersectional paradigm, on gender and education in which different collective and age groups have a place. Empirical, qualitative, quantitative, or mixed studies; theoretical works of reflection and conceptual progress; or evaluation of intervention projects will be accepted. Topics of interest include:

• Gender and education.
• Feminist pedagogy.
• Differential socialization, sexism, and gender stereotypes.
• Gender and multiple violence.
• Women in situations of vulnerability, the deprivation of liberty (critical and feminist criminology), sexual exploitation, or victims of trafficking.
• Education and social change within the framework of gender equality education.

Prof. Dr. María del Mar Lorenzo Moledo
Prof. Dr. Bibiana Regueiro
Prof. Dr. Patricia Alonso Ruido
Guest Editors

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