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1
G-FORCE- enForcing gender equality and cOntributing to sexual
oRientation respeCt in a higher Education institutions alliance
[Project number: 2023-1-EL01-KA220-HED-000161365]
Work package n°2 – G-FORCE RSPM – Research, Scientific Production &
Pedagogical Methodologies
Modules Curriculum Guidelines
TEMPLATE FOR THE MODULES
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Pedagogical methodologies for gender equality training
Module
Title
Pedagogical methodologies for gender equality training
Video Each module will be accompanied by an introductory video, which
will be a summary of the module (a template will be provided).
Learning
Objectives
- Understand the meaning of gender equality and sexual
orientation respect and its importance within Higher
Education. - Familiarise with the main pedagogical approaches that
address gender equality and sexual orientation respect. - Learn about case studies and best practices of gender
mainstreaming across the EU. - Learn about training programmes and initiatives regarding
gender mainstreaming.
Purpose of
the
Module
The purpose of this module is to present the main pedagogical
methodologies for gender equality training and sexual orientation
respect that are adopted in Higher Education Institutions. More
specifically, the module aims to briefly present the state of gender
equality training in HEI’s, the main methodologies that are useful for
gender mainstreaming and the promotion of sexual orientation
respect, as well as specific programmes that have been implemented
in the EU. Concepts such as gender equality, gender discrimination,
heteronormativity, sexist language etc. are defined.
Key words gender equality training, sexual orientation respect, pedagogical
methodologies, gender studies
Duration: 10 hours
Introductio
n/
Overview
The position of women in the field of research and science today has
improved compared to the past decades, but difficulties and obstacles
still remain. Specifically, the proportion of women in such positions
has increased, but women still face difficulties in accessing senior
academic positions. The “glass ceiling phenomenon” refers to the
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obstacles that eligible women and other minorities, such as the
LGBTQI+ community meet when they try to rise to advanced
professional positions. This means that women and LGBTQI+
individuals can be academics, but can only rise up to a certain point.
Video: https://www.youtube.com/watch?v=Yk1K1dHgXi4
Women’s advancement in academic positions is depicted as a scissors
shape, as women account for most university students in the
beginning, but are overtaken by male colleagues in advanced and
senior academic positions.
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Τhe systemic and often invisible barriers that women face in their
advancement in the professional sector underline the need for
measures to promote gender equality and respect. Recent European
legislations and initiatives are addressing these needs by setting goals
and encouraging actions against gender discrimination and
inequalities.
Methodological frameworks and pedagogical approaches that
promote gender mainstreaming and sexual orientation respect are
essential in this process, as they can help the empowerment of
women and the tackling of discrimination and negative gender
stereotypes.
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Unit 1 Definition and importance of gender equality
Topic 1 Objectives: To define gender equality as a goal and describe its
attainment level in the context of Higher Education.
Contents:
● Definition and importance of gender equality
● Gender equality index
● Importance of gender equality and sexual orientation respect
in universities
Methodology:
This unit contains an introduction of the main concepts regarding
gender equality, as well as a brainstorming activity to help students
understand the importance of gender equality in the EU.
Content development:
Brainstorming activity:
The educator invites students to do a group brainstorming focusing
on two topics:
- What is the current level of gender equality in the EU context?
- Why is it important to promote gender mainstreaming and
develop more inclusive practices and approaches?
The educator writes down all of the students’ responses and the
classroom has a group discussion on what has been expressed
previously. This activity will help the educator introduce the main
topic of the module and activate students to express their own
opinions about it.
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Definition and Importance of Gender Equality
Gender equality is defined as: “a goal achieved when women and
men, girls and boys, enjoy equal rights, resources, opportunities,
protection and benefit equally from the development process”.
Gender equality is also defined as: “a prerequisite and an integral part
of democracy, respect for human rights, sustainable development and
peace”. Gender equality is an issue of power relations between
women and men, girls and boys. Οn the other hand, gender inequality
or discrimination is “any discrimination, exclusion, restriction or
preference based on sex” (Witt & Cuesta, 2014).
Higher education and research are key instruments for empowerment
and social change. Universities can be powerful institutions for
promoting gender equality, diversity and inclusion, not only in the
higher education context, but also in society at large (Rosa & Clavero,
2022).
Gender Equality Index, EU, 2024.
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Importance of gender identity and sexual orientation respect in
universities.
A qualitative study in Catalan Universities highlights the important
consequences of violence against LGBTQI+ individuals in universities
(Gallardo-Nieto et al., 2021). Firstly, constant discrimination against
the LGBTQI+ community leads to the normalization of
violence/hateful comments. This issue appears even more intense for
transgender individuals, who are more vulnerable to violent and
phobic behaviours. Also, other situations that transgender individuals
face, such as the transitioning process and the bodily changes can
make their experience even more difficult.
Μost importantly, universities are not taking action in an organised
and systematic way against the difficult situations that diverse
students face. There are no policies and measures against
discrimination in action and professors are not properly prepared to
handle such situations. United Nations (2023) also highlights that
Universities are not trying to achieve gender mainstreaming. They
mention that they are not aware of actions that need to be taken in
case an incident is reported. Additionally, acts of violence and
discrimination are under-reported, as Heads of University Equality
Offices claim that they do not receive relevant complaints.
The fact that discrimination and violence against LGBTQI+ individuals
in Universities is relatively common, but institutions are not properly
organised against them highlights the need for the implementation of
pedagogical methodologies and training that promote inclusion,
equality and tolerance.
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Additional resources:
https://fra.europa.eu/en/publication/2024/lgbtiq-equalitycrossroads-progress-and-challenges
https://www.coe.int/en/web/sogi/committee-adi-sogiesc
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Unit 2 Queer Pedagogy
Topic 1 Objectives: to briefly present the educational approach of Queer
Pedagogy and its contribution to making higher education institutions
more inclusive and welcoming.
Contents:
- Definition of Queer Pedagogy
- The gender Unicorn
Methodology:
This topic contains a theoretical overview of an important and
widespread educational approach. The educator can also use the
gender unicorn to present main gender identities and differentiate
them from sexual orientation.
When presenting the gender unicorn, emphasize the difference
between gender identity and sexual orientation.
Content development:
Queer Pedagogy
Queer Pedagogy is a pedagogical approach that offers a critical view of
normalized practices that exclude individuals who cannot fit into certain
standards from the learning process (Neto, 2018). It addresses
heteronormativity and the way in which it ignores the interests, needs
and thoughts of queer people. It is underlined that Queer Pedagogy
does not seek to make queerness the norm, but to secure equal and
inclusive practices in the classroom. It aims to gain recognition for
different forms of self-expression without attaching labels to
individuals.
The gender unicorn refers to different gender and sexual identities and
forms of expression in a way that makes understanding these different
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identities easier. It is mentioned that the gender unicorn does not cover
all identities.
Queer Pedagogy also refers to the ways through which
heteronormativity is imposed in education. An example is the depiction
of families in school books, which is analysed in Neto’s article (2018).
More specifically, family trees present a standard way for family
formulation and reproduction, that does not address sexuality, social
gender identities etc.
In conclusion, Queer Pedagogy is an educational approach that aims to
make space for self-expression of gender identity and sexuality and to
tackle heteronormativity, which excludes certain individuals’ choices.
These topics should be openly discussed and acceptance of different
identities needs to be established.
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Additional resources:
https://apastyle.apa.org/style-grammar-guidelines/bias-freelanguage/sexual-orientation
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Unit 3 Gender Conscious Pedagogy
Topic 1 Objectives: to briefly present the educational approach of Gender
Conscious Pedagogy and its contribution to making higher education
institutions more inclusive and welcoming.
Contents:
● Definition of Gender Conscious Pedagogy
● definition of main concepts, as “durable inequalities” and
“false consciousness”
Methodology:
This topic contains a theoretical overview of an important and
widespread educational approach.
Content development:
Gender-conscious Pedagogy
Gender-conscious pedagogy is a pedagogical approach that
emphasizes two-way communication in the classroom (Witt & Cuesta,
2014). Specifically, the traditional educational model is based on the
authoritarian role of the educator, who produces and transmits
knowledge to the students. Gender-conscious pedagogy is based on
the creation of knowledge through two-way communication between
professors and students. Knowledge is shared through “emancipatory
dialogues”, which aim to raise the consciousness of students and
promote the understanding of mutual experiences and the fulfillment
of personal objectives. Therefore, this pedagogy is closely linked to
interpersonal communication, as it is considered the way in which
knowledge is produced. Communication in the classroom may often
meet difficulties, as each individual comes from a different
background, ethnicity, social class, etc., which leads to different
interpretations of concepts and meanings. However, with increased
awareness, students can cooperate towards the central goal of
transformative education. They should be aware of power structures
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13
and the role of gender in one’s life, in order to increase emancipation
and self-criticism.
Higher Education Students that participated in Gender Studies
seminars based on gender-conscious pedagogy (“Women’s
entrepreneurship”) provided positive feedback regarding their
experience. They highlighted the importance of evaluating meanings
and representations of gender with a critical perspective, and how
gender and power structures influence many aspects of our everyday
life. Also, they underlined that dialogues in the classroom helped
them understand the concept of gender, how it influences society and
how this can be changed.
Students reported that they internalised and utilised gender
knowledge they gained from the workshop, which is an indicator of
its efficacy. From their feedback, it is understandable that students’
consciousness was raised, which enabled them to critically address
gender norms and change their perspectives regarding gender roles.
It is also important that students’ personal lives were affected: Karin
mentioned that her self-confidence increased, Lisa that she learnt
how to make her voice heard, and Carina that she improved her
personal knowledge and awareness (Witt & Cuesta, 2014).
Some of the concepts addressed through gender-consciousness
pedagogy are:
● Durable inequalities: a set of processes that underlie historical
and social inequalities. Two important processes are
exploitation (which occurs when powerful individuals or
groups control resources and use them to get others to help
create value, but they keep most of that value) and
opportunity hoarding (which occurs when certain groups limit
access to valuable resources to only those within their own
group). Through such processes inequalities are prolonged
(Voss, 2010).
● False consciousness: The ideology of the ruling class
influences the way the less privileged perceive social reality. In
this way, ideology perpetuates inequalities in society, and
impedes less-privileged individuals from realising and turning
against power structures. False consciousness fails to reflect
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14
the true social interests (Engels, 1893, mentioned in Pines,
1993).
In conclusion, being a gender-aware actor should not be seen as the
end result of a process; instead, it should be addressed as an ongoing
process that requires education, learning, critical perspectives, case
studies, self-reflection, and intentional actions, especially in relation
to issues of power dynamics and hierarchy.
Additional resources:
10.17645/si.v2i1.30
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Unit 4 Gender Responsive Pedagogy
Topic 1 Objectives: to briefly present the educational approach of Gender
Responsive Pedagogy and its contribution to making higher education
institutions more inclusive and welcoming.
Contents:
● Definition of Gender Conscious Pedagogy
● Presentation of the pedagogical framework developed for
Gender Conscious Pedagogy
Methodology:
This topic contains a theoretical overview of an important and
widespread educational approach.
Content development:
Gender Responsive Pedagogy
Gender Responsive Pedagogy refers to educational processes that
address the specific needs of male and female students. It is
supported that traditional pedagogical approaches often push female
students to “lower status” subjects and only enable male students to
actively participate in education. Lower expectations are set for girls
and women, leading them to a mindset that they cannot achieve as
much as boys, who receive most of the teacher’s attention. This leads
to the development of a “hidden curriculum”, which allows male
students to dominate the classroom. It is important for educators to
consider these needs and aspects while lesson-planning, teaching and
evaluating their students, as ignoring the factor of gender and the
issues of inclusion is the core of the problem. Inclusion in the teaching
process is achieved through the implementation of the gender
perspective, through considering the real needs of students in all
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sectors of education. Chapin and Warne (2020) have developed a
pedagogical framework that facilitates the transition from gender
blindness (the ignorance towards gender equality issues, stereotypes
and bias) to gender awareness (the centralisation of gender in higher
education to achieve equality/equity).
Chapin and Warne (2020) identify the spaces in higher education that
are affected by the gender of students and they name them “gendered
spaces”. professors need to increase their sensitivity and awareness in
each of these areas, and familiarise with gender inequality issues. The
gendered spaces in higher education are:
● Teaching and learning
● methodologies and activities
● Teaching and learning materials
● Classroom interactions
● Classroom management and set up
● Language
● Learning spaces and campus life
● Assessment
Chapin and Warne (2020) also set the 6 dimensions of gender in their
pedagogical framework. Their pedagogical framework focuses on the
interaction between the 7 gendered spaces with the 6 dimensions of
gender:
● Gender as representation – for example, the gender balance
reflected in university promotional materials
● Gender as equality/equity – the gap between the aspiration
and the reality
● Gender as stereotypes and (conscious/unconscious) bias –
what stereotypes need challenging about male/female
learners
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● Gender as internalized bias – how gender relates to grades
and assessment
● Gender as interaction and space – reflecting on classroom
settings, for example where students sit and who speaks more
● Gender as power/empowerment – ensuring that power and
knowledge don’t just flow one way
Gender Responsive Pedagogy (Chapin and Warne, 2020)
A case study of an East African University that incorporated Gender
Responsive Pedagogy in its curriculum proves the effectiveness of this
approach. More specifically, learners felt the transformation of the
learning process as a liberating experience and reported positive
changes. INASP helps universities that intend to implement Gender
Responsive Pedagogy in their curriculum, through a structured
implementation plan.
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Additional resources:
https://www.unicef.org/media/128321/file/GenderResponsive%20Digital%20Pedagogies%3A%20A%20Guide%20for%20
Educators.pdf
https://www.whv.org.au/wp-content/uploads/2025/01/KnowledgePaper_2021.06.16_Gender-responsive-teaching-practice-withintertiary-education_Fulltext-PDF.pdf
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Unit 5 Gender Equality Training
Topic 1 Objectives: to present important initiatives and best practices that
have been developed in the field of gender equality training. The
objective of this unit is to highlight the connection between
theoretical and educational approaches and examples from the
academic context.
Contents:
● Gender Equality Training
● Gender Equality Training best practices
Methodology:
This unit includes recent initiatives developed by European research
and training centers, such as UN, EIGE etc., a complementary video as
a summary and an individual activity on gender inclusive language.
Content development:
Gender Εquality Τraining (GET) is a methodological framework
developed by UN Women that belongs to a set of tools, strategies and
methodologies that aim to promote gender mainstreaming. It is not a
goal in itself, or a single tool to implement gender mainstreaming. It
provides relevant knowledge, skills, and values to enable participants
to contribute to the effective implementation of gender
mainstreaming strategies in their respective sectors, organizations,
institutions, or countries, through awareness raising regarding the
issue of gender discrimination, development of skills and knowledge
and empowerment of individuals.
To effectively mainstream gender, public officials must be able to:
● Identify gender inequalities in their field of activity
● Define gender equality objectives
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● Take account of gender when planning and implementing
policies
● Monitor progress
● Evaluate programs from a gender perspective (European
Institute for Gender Equality)
How can institutions implement GET?
- Preparation phase: To prepare an effective gender-equality
competence development initiative, institutions should start
by assessing the specific needs of their team, integrate the GET
strategy in a broader gender equality plan, and select an
appropriate trainer, with knowledge, skills and values close to
those of the organisation. - Implementation phase: encourage members of the
organisation to attend GET activities and assess their learning
needs, depending on planned and organised procedures. - Evaluation and follow-up phase: To secure long-term benefits,
organise an evaluation procedure, assess the long-term
impacts of the training, and encourage participants to
incorporate their newly acquired knowledge into their work.
This approach can be implemented by Higher Education Institutions,
among other organisations, in order to secure gender equality and
acceptance. The adoption of a GET approach is reinforced through
legal commitment of the public bodies at a member state level.
Gender Equality Training Best Practices
Greece has implemented a gender training programme on national
level from 2009 to 2015, aiming to reform its local government bodies
(EIGE, n.d.). The specific objective of the sessions was the increase of
the number of women that run for elections and their empowerment
and improvement of decision-making skills. The training was divided
into 5 sessions: gender policy, self-empowerment and time
management, the gender perspective and gender issues,
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communication skills and networking. The training was delivered
through a series of two-day training courses to groups of up to 30
women in the 13 regional capitals of the country. The content of the
training sessions was ensured to match local women’s needs (the
needs and pre-existing knowledge of urban and rural women was
found to differ considerably).
The results appear positive, as seminar participants have developed
the skills and knowledge that are necessary for their political activity,
thus increasing women’s participation in decision-making.
Integrating a gender perspective in research and teaching: an award
promoted by the University of Santiago de Compostela
Since 2010, the University of Santiago de Compostela (USC) in Spain
has been organizing an annual award that is attributed to teaching and
research initiatives that incorporate a gender perspective (EIGE, n.d.).
USC has a longstanding commitment to gender equality and was a
pioneer in this field. In 2006, before the Spanish Equality Law 3/2007
was enacted, the university established a Gender Equality Office
(Oficina de Igualdade de Xénero, OIX). In 2007, an Equality
Commission was formed, consisting of representatives from various
university sectors.
The award has had a notable impact on the university community.
Since it was created, more than 260 applicants have submitted nearly
100 eligible projects, mostly in the research category. Over the years,
winners have come from a diverse range of disciplines, including
astronomy, political science, economics, medicine, communication,
psychology, and geography.
Words Matter: Supporting Gender Equality through Language and
Communication
EIGE has developed complementary educational material regarding
gender equality and gender mainstreaming. This guide for gender
inclusive language aims to inform readers about how inclusive and
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22
respectful language promotes gender mainstreaming and how they
can approach language and communication effectively to support
gender equality.
It focuses primarily on a gender-inclusive approach to language and
communication. The aim is to strengthen the focus on both gender
and intersecting inequalities such as age, ethnicity, migrant
background, disability and sexual orientation. It contains questions
and practices to provoke thought and consideration, such as exercises
for self-reflection to understand where biases exist, a plan for building
inclusive messaging and guiding principles for developing
communication formats.
Gender-inclusive language refers to “speaking and writing in a way
that does not exclude or discriminate against a particular sex, gender
or gender identity, and does not perpetuate sexism or gender
stereotypes” (Council of Europe, 2024, mentioned in EIGE, 2024).
With this definition in mind, it is understood that we are not always
gender inclusive in our every-day conversations. Three key aspects to
keep in mind when adopting a gender-inclusive approach to language
are:
- Recognise and challenge gender stereotypes,
- Maintain inclusivity by ensuring the visibility of women, men, girls
and boys in all their diverse situations, - Uphold the values of dignity, respect and equal treatment.
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This guide addresses readers’ gender stereotypes and how they are
developed and maintained by everyday communication. It helps them
dismantle such stereotypes and encourages a more gender inclusive
perspective. Also, the differences between gender inclusive and
gender biased or sexist language are showcased through examples,
allowing for a better understanding of how gender inclusive language
can be approached.
To summarize, this guide developed by EIGE aims to address the
perpetuation of sexism and gender discrimination through language
and communication. It informs readers about sexist language and
encourages them to adopt a gender inclusive language approach. This
is supported by various examples and practices that can help achieve
gender inclusivity. This guide can be utilized by individuals, or public
bodies to incorporate into broader gender equality training and
educational materials.
The importance of inclusive language and terminology is also
highlighted by Baecher-Lind et al. (2023), regarding the field of
Medical Education. It is essential for medical professors to use
inclusive language and prepare educational material according to this
need. They should also be familiar with gender identity variations, in
order to help every student feel valued and respected. Some areas of
medical education are more vulnerable to the use of dichotomous
gender language.
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Individual Activity:
The educator shows the classroom the following text and requests
students to change it, in order for it to be phrased in a more gender
inclusive way.
Text:
Following an election, the Governor3, at his own discretion, appoints
as Chief Minister the elected member of the Parliament who, in his
judgement, is most likely to command the greatest measure of
confidence among his peers. Other ministers are appointed by the
Governor, acting in accordance with the advice of the Chief Minister,
from among the elected members of the Parliament.
(source: https://www.un.org/en/gender-inclusivelanguage/assets/pdf/EN-Toolbox-Apply-the-guidelines-to-atext_(self-paced).pdf)
Gender Identity Terms (Baecher-Lind et al., 2023)
The UN Women Training Centre
The UN Women Training Centre provides high-quality training courses,
programmes and resources on key issues related to UN Women’s
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25
priorities as well as emerging topics. More specifically, the centre
provides:
● Technical assistance: content development, design,
implementation, documentation, evaluation, and
participatory methodologies to develop courses and training
resources.
● Quality Standards in Training for Gender Equality in
partnership with leading institutions.
● Pool of facilitators and training experts.
● Periodic needs assessment on learning and training.
● Learning facilities to conduct face-to-face training.
● eLearning Campus for online training (an online platform with
training courses and tools in different languages, creating a
productive and accessible learning environment on gender
equality and women’s empowerment).
● Databases of training institutions, opportunities and
resources.
● Custom-made training upon request.
● Training courses available on a continuous and/or scheduled
basis.
● Training for Gender Equality Community of Practice (a
knowledge-sharing platform available in English, French and
Spanish for trainers and experts on training for gender
equality).
All these tools and means of support are critical, because they can
facilitate the implementation of gender equality training, strategies
and methodologies by institutions.
Video: Gender stereotypes and education
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Source: https://youtu.be/nrZ21nD9I-0?si=F2UFY99ppaoFjyrM
Additional resources:
https://data.europa.eu/doi/10.2777/004694
https://www.un.org/en/gender-inclusive-language/assets/pdf/ENToolbox-Apply-the-guidelines-to-a-text_(self-paced).pdf
https://static1.squarespace.com/static/5367af22e4b0915380a1eb0a
/t/5a86fcacf9619a7edf05abc5/1518795949343/UNGLOBE+recommendations+for+inclusive+workplaces+for+trans+and+
gender+non-conforming+staff%2C+February+2018.pdf
https://www.glsen.org/activity/respect-all-policy-recommendationssupport-lgbtq-students
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27
Bibliography
Baecher-Lind, L., Sutton, J. M., Bhargava, R., Chen, K. T., Fleming, A., Morgan, H. K.,
Morosky, C. M., Schaffir, J., Sonn, T., Royce, C. S., Stephenson-Famy, A., & Madani
Sims, S. (2023). Association of professors of gynecology and obstetrics undergraduate
medical education committee. Strategies to create a more gender identity inclusive
learning environment in preclinical and clinical medical education. Academic
Medicine, 98(12),1351-1355. DOI: 10.1097/ACM.0000000000005334.
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contained therein
1
G-FORCE- enForcing gender equality and cOntributing to sexual
oRientation respeCt in a higher Education institutions alliance
[Project number: 2023-1-EL01-KA220-HED-000161365]
Work package n°2 – G-FORCE RSPM – Research, Scientific Production &
Pedagogical Methodologies
Modules Curriculum Guidelines
TEMPLATE FOR THE MODULES
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2
Pedagogical methodologies for gender equality training
Module
Title
Pedagogical methodologies for gender equality training
Video Each module will be accompanied by an introductory video, which
will be a summary of the module (a template will be provided).
Learning
Objectives
- Understand the meaning of gender equality and sexual
orientation respect and its importance within Higher
Education. - Familiarise with the main pedagogical approaches that
address gender equality and sexual orientation respect. - Learn about case studies and best practices of gender
mainstreaming across the EU. - Learn about training programmes and initiatives regarding
gender mainstreaming.
Purpose of
the
Module
The purpose of this module is to present the main pedagogical
methodologies for gender equality training and sexual orientation
respect that are adopted in Higher Education Institutions. More
specifically, the module aims to briefly present the state of gender
equality training in HEI’s, the main methodologies that are useful for
gender mainstreaming and the promotion of sexual orientation
respect, as well as specific programmes that have been implemented
in the EU. Concepts such as gender equality, gender discrimination,
heteronormativity, sexist language etc. are defined.
Key words gender equality training, sexual orientation respect, pedagogical
methodologies, gender studies
Duration: 10 hours
Introductio
n/
Overview
The position of women in the field of research and science today has
improved compared to the past decades, but difficulties and obstacles
still remain. Specifically, the proportion of women in such positions
has increased, but women still face difficulties in accessing senior
academic positions. The “glass ceiling phenomenon” refers to the
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3
obstacles that eligible women and other minorities, such as the
LGBTQI+ community meet when they try to rise to advanced
professional positions. This means that women and LGBTQI+
individuals can be academics, but can only rise up to a certain point.
Video: https://www.youtube.com/watch?v=Yk1K1dHgXi4
Women’s advancement in academic positions is depicted as a scissors
shape, as women account for most university students in the
beginning, but are overtaken by male colleagues in advanced and
senior academic positions.
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Τhe systemic and often invisible barriers that women face in their
advancement in the professional sector underline the need for
measures to promote gender equality and respect. Recent European
legislations and initiatives are addressing these needs by setting goals
and encouraging actions against gender discrimination and
inequalities.
Methodological frameworks and pedagogical approaches that
promote gender mainstreaming and sexual orientation respect are
essential in this process, as they can help the empowerment of
women and the tackling of discrimination and negative gender
stereotypes.
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Unit 1 Definition and importance of gender equality
Topic 1 Objectives: To define gender equality as a goal and describe its
attainment level in the context of Higher Education.
Contents:
● Definition and importance of gender equality
● Gender equality index
● Importance of gender equality and sexual orientation respect
in universities
Methodology:
This unit contains an introduction of the main concepts regarding
gender equality, as well as a brainstorming activity to help students
understand the importance of gender equality in the EU.
Content development:
Brainstorming activity:
The educator invites students to do a group brainstorming focusing
on two topics:
- What is the current level of gender equality in the EU context?
- Why is it important to promote gender mainstreaming and
develop more inclusive practices and approaches?
The educator writes down all of the students’ responses and the
classroom has a group discussion on what has been expressed
previously. This activity will help the educator introduce the main
topic of the module and activate students to express their own
opinions about it.
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Definition and Importance of Gender Equality
Gender equality is defined as: “a goal achieved when women and
men, girls and boys, enjoy equal rights, resources, opportunities,
protection and benefit equally from the development process”.
Gender equality is also defined as: “a prerequisite and an integral part
of democracy, respect for human rights, sustainable development and
peace”. Gender equality is an issue of power relations between
women and men, girls and boys. Οn the other hand, gender inequality
or discrimination is “any discrimination, exclusion, restriction or
preference based on sex” (Witt & Cuesta, 2014).
Higher education and research are key instruments for empowerment
and social change. Universities can be powerful institutions for
promoting gender equality, diversity and inclusion, not only in the
higher education context, but also in society at large (Rosa & Clavero,
2022).
Gender Equality Index, EU, 2024.
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Importance of gender identity and sexual orientation respect in
universities.
A qualitative study in Catalan Universities highlights the important
consequences of violence against LGBTQI+ individuals in universities
(Gallardo-Nieto et al., 2021). Firstly, constant discrimination against
the LGBTQI+ community leads to the normalization of
violence/hateful comments. This issue appears even more intense for
transgender individuals, who are more vulnerable to violent and
phobic behaviours. Also, other situations that transgender individuals
face, such as the transitioning process and the bodily changes can
make their experience even more difficult.
Μost importantly, universities are not taking action in an organised
and systematic way against the difficult situations that diverse
students face. There are no policies and measures against
discrimination in action and professors are not properly prepared to
handle such situations. United Nations (2023) also highlights that
Universities are not trying to achieve gender mainstreaming. They
mention that they are not aware of actions that need to be taken in
case an incident is reported. Additionally, acts of violence and
discrimination are under-reported, as Heads of University Equality
Offices claim that they do not receive relevant complaints.
The fact that discrimination and violence against LGBTQI+ individuals
in Universities is relatively common, but institutions are not properly
organised against them highlights the need for the implementation of
pedagogical methodologies and training that promote inclusion,
equality and tolerance.
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Additional resources:
https://fra.europa.eu/en/publication/2024/lgbtiq-equalitycrossroads-progress-and-challenges
https://www.coe.int/en/web/sogi/committee-adi-sogiesc
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Unit 2 Queer Pedagogy
Topic 1 Objectives: to briefly present the educational approach of Queer
Pedagogy and its contribution to making higher education institutions
more inclusive and welcoming.
Contents:
- Definition of Queer Pedagogy
- The gender Unicorn
Methodology:
This topic contains a theoretical overview of an important and
widespread educational approach. The educator can also use the
gender unicorn to present main gender identities and differentiate
them from sexual orientation.
When presenting the gender unicorn, emphasize the difference
between gender identity and sexual orientation.
Content development:
Queer Pedagogy
Queer Pedagogy is a pedagogical approach that offers a critical view of
normalized practices that exclude individuals who cannot fit into certain
standards from the learning process (Neto, 2018). It addresses
heteronormativity and the way in which it ignores the interests, needs
and thoughts of queer people. It is underlined that Queer Pedagogy
does not seek to make queerness the norm, but to secure equal and
inclusive practices in the classroom. It aims to gain recognition for
different forms of self-expression without attaching labels to
individuals.
The gender unicorn refers to different gender and sexual identities and
forms of expression in a way that makes understanding these different
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identities easier. It is mentioned that the gender unicorn does not cover
all identities.
Queer Pedagogy also refers to the ways through which
heteronormativity is imposed in education. An example is the depiction
of families in school books, which is analysed in Neto’s article (2018).
More specifically, family trees present a standard way for family
formulation and reproduction, that does not address sexuality, social
gender identities etc.
In conclusion, Queer Pedagogy is an educational approach that aims to
make space for self-expression of gender identity and sexuality and to
tackle heteronormativity, which excludes certain individuals’ choices.
These topics should be openly discussed and acceptance of different
identities needs to be established.
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Additional resources:
https://apastyle.apa.org/style-grammar-guidelines/bias-freelanguage/sexual-orientation
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Unit 3 Gender Conscious Pedagogy
Topic 1 Objectives: to briefly present the educational approach of Gender
Conscious Pedagogy and its contribution to making higher education
institutions more inclusive and welcoming.
Contents:
● Definition of Gender Conscious Pedagogy
● definition of main concepts, as “durable inequalities” and
“false consciousness”
Methodology:
This topic contains a theoretical overview of an important and
widespread educational approach.
Content development:
Gender-conscious Pedagogy
Gender-conscious pedagogy is a pedagogical approach that
emphasizes two-way communication in the classroom (Witt & Cuesta,
2014). Specifically, the traditional educational model is based on the
authoritarian role of the educator, who produces and transmits
knowledge to the students. Gender-conscious pedagogy is based on
the creation of knowledge through two-way communication between
professors and students. Knowledge is shared through “emancipatory
dialogues”, which aim to raise the consciousness of students and
promote the understanding of mutual experiences and the fulfillment
of personal objectives. Therefore, this pedagogy is closely linked to
interpersonal communication, as it is considered the way in which
knowledge is produced. Communication in the classroom may often
meet difficulties, as each individual comes from a different
background, ethnicity, social class, etc., which leads to different
interpretations of concepts and meanings. However, with increased
awareness, students can cooperate towards the central goal of
transformative education. They should be aware of power structures
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13
and the role of gender in one’s life, in order to increase emancipation
and self-criticism.
Higher Education Students that participated in Gender Studies
seminars based on gender-conscious pedagogy (“Women’s
entrepreneurship”) provided positive feedback regarding their
experience. They highlighted the importance of evaluating meanings
and representations of gender with a critical perspective, and how
gender and power structures influence many aspects of our everyday
life. Also, they underlined that dialogues in the classroom helped
them understand the concept of gender, how it influences society and
how this can be changed.
Students reported that they internalised and utilised gender
knowledge they gained from the workshop, which is an indicator of
its efficacy. From their feedback, it is understandable that students’
consciousness was raised, which enabled them to critically address
gender norms and change their perspectives regarding gender roles.
It is also important that students’ personal lives were affected: Karin
mentioned that her self-confidence increased, Lisa that she learnt
how to make her voice heard, and Carina that she improved her
personal knowledge and awareness (Witt & Cuesta, 2014).
Some of the concepts addressed through gender-consciousness
pedagogy are:
● Durable inequalities: a set of processes that underlie historical
and social inequalities. Two important processes are
exploitation (which occurs when powerful individuals or
groups control resources and use them to get others to help
create value, but they keep most of that value) and
opportunity hoarding (which occurs when certain groups limit
access to valuable resources to only those within their own
group). Through such processes inequalities are prolonged
(Voss, 2010).
● False consciousness: The ideology of the ruling class
influences the way the less privileged perceive social reality. In
this way, ideology perpetuates inequalities in society, and
impedes less-privileged individuals from realising and turning
against power structures. False consciousness fails to reflect
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14
the true social interests (Engels, 1893, mentioned in Pines,
1993).
In conclusion, being a gender-aware actor should not be seen as the
end result of a process; instead, it should be addressed as an ongoing
process that requires education, learning, critical perspectives, case
studies, self-reflection, and intentional actions, especially in relation
to issues of power dynamics and hierarchy.
Additional resources:
10.17645/si.v2i1.30
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Unit 4 Gender Responsive Pedagogy
Topic 1 Objectives: to briefly present the educational approach of Gender
Responsive Pedagogy and its contribution to making higher education
institutions more inclusive and welcoming.
Contents:
● Definition of Gender Conscious Pedagogy
● Presentation of the pedagogical framework developed for
Gender Conscious Pedagogy
Methodology:
This topic contains a theoretical overview of an important and
widespread educational approach.
Content development:
Gender Responsive Pedagogy
Gender Responsive Pedagogy refers to educational processes that
address the specific needs of male and female students. It is
supported that traditional pedagogical approaches often push female
students to “lower status” subjects and only enable male students to
actively participate in education. Lower expectations are set for girls
and women, leading them to a mindset that they cannot achieve as
much as boys, who receive most of the teacher’s attention. This leads
to the development of a “hidden curriculum”, which allows male
students to dominate the classroom. It is important for educators to
consider these needs and aspects while lesson-planning, teaching and
evaluating their students, as ignoring the factor of gender and the
issues of inclusion is the core of the problem. Inclusion in the teaching
process is achieved through the implementation of the gender
perspective, through considering the real needs of students in all
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sectors of education. Chapin and Warne (2020) have developed a
pedagogical framework that facilitates the transition from gender
blindness (the ignorance towards gender equality issues, stereotypes
and bias) to gender awareness (the centralisation of gender in higher
education to achieve equality/equity).
Chapin and Warne (2020) identify the spaces in higher education that
are affected by the gender of students and they name them “gendered
spaces”. professors need to increase their sensitivity and awareness in
each of these areas, and familiarise with gender inequality issues. The
gendered spaces in higher education are:
● Teaching and learning
● methodologies and activities
● Teaching and learning materials
● Classroom interactions
● Classroom management and set up
● Language
● Learning spaces and campus life
● Assessment
Chapin and Warne (2020) also set the 6 dimensions of gender in their
pedagogical framework. Their pedagogical framework focuses on the
interaction between the 7 gendered spaces with the 6 dimensions of
gender:
● Gender as representation – for example, the gender balance
reflected in university promotional materials
● Gender as equality/equity – the gap between the aspiration
and the reality
● Gender as stereotypes and (conscious/unconscious) bias –
what stereotypes need challenging about male/female
learners
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● Gender as internalized bias – how gender relates to grades
and assessment
● Gender as interaction and space – reflecting on classroom
settings, for example where students sit and who speaks more
● Gender as power/empowerment – ensuring that power and
knowledge don’t just flow one way
Gender Responsive Pedagogy (Chapin and Warne, 2020)
A case study of an East African University that incorporated Gender
Responsive Pedagogy in its curriculum proves the effectiveness of this
approach. More specifically, learners felt the transformation of the
learning process as a liberating experience and reported positive
changes. INASP helps universities that intend to implement Gender
Responsive Pedagogy in their curriculum, through a structured
implementation plan.
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Additional resources:
https://www.unicef.org/media/128321/file/GenderResponsive%20Digital%20Pedagogies%3A%20A%20Guide%20for%20
Educators.pdf
https://www.whv.org.au/wp-content/uploads/2025/01/KnowledgePaper_2021.06.16_Gender-responsive-teaching-practice-withintertiary-education_Fulltext-PDF.pdf
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Unit 5 Gender Equality Training
Topic 1 Objectives: to present important initiatives and best practices that
have been developed in the field of gender equality training. The
objective of this unit is to highlight the connection between
theoretical and educational approaches and examples from the
academic context.
Contents:
● Gender Equality Training
● Gender Equality Training best practices
Methodology:
This unit includes recent initiatives developed by European research
and training centers, such as UN, EIGE etc., a complementary video as
a summary and an individual activity on gender inclusive language.
Content development:
Gender Εquality Τraining (GET) is a methodological framework
developed by UN Women that belongs to a set of tools, strategies and
methodologies that aim to promote gender mainstreaming. It is not a
goal in itself, or a single tool to implement gender mainstreaming. It
provides relevant knowledge, skills, and values to enable participants
to contribute to the effective implementation of gender
mainstreaming strategies in their respective sectors, organizations,
institutions, or countries, through awareness raising regarding the
issue of gender discrimination, development of skills and knowledge
and empowerment of individuals.
To effectively mainstream gender, public officials must be able to:
● Identify gender inequalities in their field of activity
● Define gender equality objectives
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● Take account of gender when planning and implementing
policies
● Monitor progress
● Evaluate programs from a gender perspective (European
Institute for Gender Equality)
How can institutions implement GET?
- Preparation phase: To prepare an effective gender-equality
competence development initiative, institutions should start
by assessing the specific needs of their team, integrate the GET
strategy in a broader gender equality plan, and select an
appropriate trainer, with knowledge, skills and values close to
those of the organisation. - Implementation phase: encourage members of the
organisation to attend GET activities and assess their learning
needs, depending on planned and organised procedures. - Evaluation and follow-up phase: To secure long-term benefits,
organise an evaluation procedure, assess the long-term
impacts of the training, and encourage participants to
incorporate their newly acquired knowledge into their work.
This approach can be implemented by Higher Education Institutions,
among other organisations, in order to secure gender equality and
acceptance. The adoption of a GET approach is reinforced through
legal commitment of the public bodies at a member state level.
Gender Equality Training Best Practices
Greece has implemented a gender training programme on national
level from 2009 to 2015, aiming to reform its local government bodies
(EIGE, n.d.). The specific objective of the sessions was the increase of
the number of women that run for elections and their empowerment
and improvement of decision-making skills. The training was divided
into 5 sessions: gender policy, self-empowerment and time
management, the gender perspective and gender issues,
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communication skills and networking. The training was delivered
through a series of two-day training courses to groups of up to 30
women in the 13 regional capitals of the country. The content of the
training sessions was ensured to match local women’s needs (the
needs and pre-existing knowledge of urban and rural women was
found to differ considerably).
The results appear positive, as seminar participants have developed
the skills and knowledge that are necessary for their political activity,
thus increasing women’s participation in decision-making.
Integrating a gender perspective in research and teaching: an award
promoted by the University of Santiago de Compostela
Since 2010, the University of Santiago de Compostela (USC) in Spain
has been organizing an annual award that is attributed to teaching and
research initiatives that incorporate a gender perspective (EIGE, n.d.).
USC has a longstanding commitment to gender equality and was a
pioneer in this field. In 2006, before the Spanish Equality Law 3/2007
was enacted, the university established a Gender Equality Office
(Oficina de Igualdade de Xénero, OIX). In 2007, an Equality
Commission was formed, consisting of representatives from various
university sectors.
The award has had a notable impact on the university community.
Since it was created, more than 260 applicants have submitted nearly
100 eligible projects, mostly in the research category. Over the years,
winners have come from a diverse range of disciplines, including
astronomy, political science, economics, medicine, communication,
psychology, and geography.
Words Matter: Supporting Gender Equality through Language and
Communication
EIGE has developed complementary educational material regarding
gender equality and gender mainstreaming. This guide for gender
inclusive language aims to inform readers about how inclusive and
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22
respectful language promotes gender mainstreaming and how they
can approach language and communication effectively to support
gender equality.
It focuses primarily on a gender-inclusive approach to language and
communication. The aim is to strengthen the focus on both gender
and intersecting inequalities such as age, ethnicity, migrant
background, disability and sexual orientation. It contains questions
and practices to provoke thought and consideration, such as exercises
for self-reflection to understand where biases exist, a plan for building
inclusive messaging and guiding principles for developing
communication formats.
Gender-inclusive language refers to “speaking and writing in a way
that does not exclude or discriminate against a particular sex, gender
or gender identity, and does not perpetuate sexism or gender
stereotypes” (Council of Europe, 2024, mentioned in EIGE, 2024).
With this definition in mind, it is understood that we are not always
gender inclusive in our every-day conversations. Three key aspects to
keep in mind when adopting a gender-inclusive approach to language
are:
- Recognise and challenge gender stereotypes,
- Maintain inclusivity by ensuring the visibility of women, men, girls
and boys in all their diverse situations, - Uphold the values of dignity, respect and equal treatment.
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This guide addresses readers’ gender stereotypes and how they are
developed and maintained by everyday communication. It helps them
dismantle such stereotypes and encourages a more gender inclusive
perspective. Also, the differences between gender inclusive and
gender biased or sexist language are showcased through examples,
allowing for a better understanding of how gender inclusive language
can be approached.
To summarize, this guide developed by EIGE aims to address the
perpetuation of sexism and gender discrimination through language
and communication. It informs readers about sexist language and
encourages them to adopt a gender inclusive language approach. This
is supported by various examples and practices that can help achieve
gender inclusivity. This guide can be utilized by individuals, or public
bodies to incorporate into broader gender equality training and
educational materials.
The importance of inclusive language and terminology is also
highlighted by Baecher-Lind et al. (2023), regarding the field of
Medical Education. It is essential for medical professors to use
inclusive language and prepare educational material according to this
need. They should also be familiar with gender identity variations, in
order to help every student feel valued and respected. Some areas of
medical education are more vulnerable to the use of dichotomous
gender language.
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Individual Activity:
The educator shows the classroom the following text and requests
students to change it, in order for it to be phrased in a more gender
inclusive way.
Text:
Following an election, the Governor3, at his own discretion, appoints
as Chief Minister the elected member of the Parliament who, in his
judgement, is most likely to command the greatest measure of
confidence among his peers. Other ministers are appointed by the
Governor, acting in accordance with the advice of the Chief Minister,
from among the elected members of the Parliament.
(source: https://www.un.org/en/gender-inclusivelanguage/assets/pdf/EN-Toolbox-Apply-the-guidelines-to-atext_(self-paced).pdf)
Gender Identity Terms (Baecher-Lind et al., 2023)
The UN Women Training Centre
The UN Women Training Centre provides high-quality training courses,
programmes and resources on key issues related to UN Women’s
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25
priorities as well as emerging topics. More specifically, the centre
provides:
● Technical assistance: content development, design,
implementation, documentation, evaluation, and
participatory methodologies to develop courses and training
resources.
● Quality Standards in Training for Gender Equality in
partnership with leading institutions.
● Pool of facilitators and training experts.
● Periodic needs assessment on learning and training.
● Learning facilities to conduct face-to-face training.
● eLearning Campus for online training (an online platform with
training courses and tools in different languages, creating a
productive and accessible learning environment on gender
equality and women’s empowerment).
● Databases of training institutions, opportunities and
resources.
● Custom-made training upon request.
● Training courses available on a continuous and/or scheduled
basis.
● Training for Gender Equality Community of Practice (a
knowledge-sharing platform available in English, French and
Spanish for trainers and experts on training for gender
equality).
All these tools and means of support are critical, because they can
facilitate the implementation of gender equality training, strategies
and methodologies by institutions.
Video: Gender stereotypes and education
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Source: https://youtu.be/nrZ21nD9I-0?si=F2UFY99ppaoFjyrM
Additional resources:
https://data.europa.eu/doi/10.2777/004694
https://www.un.org/en/gender-inclusive-language/assets/pdf/ENToolbox-Apply-the-guidelines-to-a-text_(self-paced).pdf
https://static1.squarespace.com/static/5367af22e4b0915380a1eb0a
/t/5a86fcacf9619a7edf05abc5/1518795949343/UNGLOBE+recommendations+for+inclusive+workplaces+for+trans+and+
gender+non-conforming+staff%2C+February+2018.pdf
https://www.glsen.org/activity/respect-all-policy-recommendationssupport-lgbtq-students
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27
Bibliography
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Morosky, C. M., Schaffir, J., Sonn, T., Royce, C. S., Stephenson-Famy, A., & Madani
Sims, S. (2023). Association of professors of gynecology and obstetrics undergraduate
medical education committee. Strategies to create a more gender identity inclusive
learning environment in preclinical and clinical medical education. Academic
Medicine, 98(12),1351-1355. DOI: 10.1097/ACM.0000000000005334.
Chapin, J. & Warne, V. (2020). Gender responsive pedagogy in higher education: A
framework. International Network for International Network for Advancing Science
and Policy (INASP), 1-8,
European Institute for Gender Equality (n.d.). Integrating a gender perspective in
research and teaching: an award promoted by the University of Santiago de
Compostela. Retrieved from https://eige.europa.eu/gender-mainstreaming/goodpractices/gender-perspective-research-and-teaching-award
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This project has been funded with support from the European Commission. This publication [communication] reflects the
views only of the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein
28
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place in regional and local government. Retrieved from
https://eige.europa.eu/gender-mainstreaming/good-practices/training-greekwomen-take-their-place-regional-and-local-government
European Institute for Gender Equality (2024). Words matter: Supporting gender
equality through language and communication. https://eige.europa.eu/publicationsresources/toolkits-guides/words-matter/introduction
European Institute for Gender Equality (n.d.). Gender equality training. Retrieved from
https://eige.europa.eu/gender-mainstreaming/tools-methods/gender-equalitytraining
Gallardo-Nieto, E. M., Gómez, A., Gairal-Casadó, R., & del Mar Ramis-Salas, M. (2021).
Sexual orientation, gender identity and gender expression-based violence in Catalan
universities: Qualitative findings from university students and staff. Archive Public
Health 79, 16. DOI: 10.1186/s13690-021-00532-4
Neto, J. M. (2018). Queer pedagogy: Approaches to inclusive teaching. Policy Futures
in Education, 1–16. DOI: 10.1177/1478210317751273
This project has been funded with support from the European Commission. This publication [communication] reflects the
views only of the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein
28
Pines, A. M. (1993). Burnout: An existential perspective. In W. B. Schaufeli, C. Maslach,
& T. Marek (Eds.), Professional burnout: Recent developments in theory and research
(pp. 33–51). Taylor & Francis.
UN Women (n.d.). Training Centre Services. Retrieved from
https://www.unwomen.org/en/how-we-work/capacity-development-andtraining/training-centre-services
United Nations (2023, January 31). Global Lens on Gender Equality in Universities:
Reviewing their Performance. Retrieved from https://www.un.org/en/academicimpact/global-lens-gender-equality-universities-reviewing-their-performance
Voss, K. (2010). Enduring legacy? Charles Tilly and durable inequality. The American
Sociologist, 41(4), 368–374. doi:10.1007/s12108-010-9113-y
Witt, A. K., & Cuesta, M. (2014). How gender conscious pedagogy in higher education
can stimulate actions of social justice in society. Social Inclusion, 2(1), 12-23.
Witt, A. K., & Cuesta, M. (2014). How gender conscious pedagogy in higher education
can stimulate actions of social justice in society. Social Inclusion, 2(1), 12-23. DOI:
10.17645/si.v2i1.30
