22 June 2026
Bilbao
Lorea Romero Gutiérrez, a Juan de la Cierva postdoctoral researcher at the University of Deusto, has just published her book ¿Se enseña feminismo en la universidad?, published by the prestigious Tirant lo Blanch publishing house in its highly regarded "Tesis Doctorales – FES” collection.
The publication of this book coincides with a key moment for the sociological community: the Congress of the Spanish Federation of Sociology (FES), which will take place in Bilbao and at the University of Deusto between 15 and 17 July. Lorea Romero herself, a member of the Deusto Social Values research team, will play an active role in the event, as she is the coordinator of the congress’s Gender Working Group (WG).
Work recognised by the scientific community
The book now published is the result of Romero’s doctoral thesis, a study that has already received recognition from the academic community after being awarded the First Prize for the Best Doctoral Thesis in Sociology of Gender, granted by the Spanish Federation of Sociology (FES).
¿Se enseña feminismo en la universidad? offers a rigorous sociological and historical analysis of the presence of women’s, feminist and gender studies in the curriculum of the Spanish university and education system. Having traced the half-century history of this academic movement, the author proceeds to an in-depth analysis of a contemporary case study in university teaching.
A necessary analysis in a complex context
Through this overview, the research highlights the contributions of academic feminism to university teaching and examines both the resources available and the obstacles that hinder its implementation. Building on this, Romero puts forward proposals for curricular innovation aimed at incorporating non-androcentric knowledge from pre-university levels onwards.
The timing of the study gives the work considerable sociological relevance, as it is set within a complex social, political and academic context for feminist teaching: a setting shaped by the rise of feminism, debates over its meaning, the spread of anti-gender discourse in education, and the consolidation of neoliberal forms of university governance.
