DEUSTO has published the Guide for the incorporation of gender mainstreaming in teaching and research, which is part of the Deusto Equality Plan and the GEARING-Roles project and has been supported by the University Social Responsibility Department (USR) of the University.
This Guide, result of collaborative work of around 60 members of the academic community, and led by María Silvestre Cabrera (Head of Equality at the University of Deusto, PI of the Deusto Social Values Team and member of the Gender Interdisciplinary Research Platform), is proposed as an instrument to help teachers and research staff to incorporate the gender mainstreaming in academic activities and the university life. According to the EU Council, the gender perspective means considering the interests and realities of both women and men, their needs, their living conditions and their circumstances in the design of policies, programs and projects. In the university context, this means addressing these issues both in the university ecosystem, both in the design of degrees, courses and subjects, and in the research activity.
Teaching and research are inextricably linked in the university vocation. The tradition of innovation and teaching quality of the University of Deusto is well known, a pioneer in meaningful learning formulas and in the mainstreaming of skills that attend to the integral formation of the person, with a very special focus on matters of solidarity and social justice. Added to this area is the firm commitment to developing and establishing competitive basic and applied research, with a very marked international dimension and with a vocation for serving society. This is why the incorporation of the gender perspective is unavoidable and essential to achieve an innovative, more inclusive and compassionate education and quality research.
The guide is organized into three large blocks: the incorporation of the gender perspective in research, in teaching, and a final glossary. Given that it is a tool that seeks to be a real support for teaching and research staff, the two areas are presented in a parallel and related way, recognizing that there is no good teaching without research activity behind it, nor quality research without willingness to transfer knowledge. Therefore, the pragmatic sense, clarity, didactic sense and ease of use have prevailed. To this end, each section presents the objectives, the justification, the different processes and provides real examples of how to apply this gender mainstreaming. To the question of WHAT, the question WHY and HOW are added, and this structure is maintained in both research and teaching sections. In each phase of the research process, and in the phases of the teaching-learning process, concrete examples are provided that provide a set of useful resources that can be implemented immediately.