SAGE Systemic Ac-on for Gender Equality Funded by the European Union Stereo&pi non solo di genere e meccanismi (auto)segrega&vi nelle scelte forma&ve e professionali: il caso dei Piani di Parità di Genere nelle Università Europee Rita Bencivenga, Ph.D. LEGS - Laboratoire d’études de genre et de sexualité CNRS/Université Paris 8 Vincennes Saint-Denis et Université Paris Ouest 04/05/2018 Università di Genova Dal gender mainstreaming all’approccio intersezionale
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SAGE - Rita Bencivenga...Bencivenga R, Drew E, Poggio B, Ratzer B, Sağlamer G (2017). Gender in Horizon 2020: The Case of Gender Equality Plans. AG About Gender - Internaonal Journal
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The document is based on con-nuous and ad hoc evalua-on of the2010-2015 strategy, which has concluded inter alia that it has addedvalueinanumberofareas,especially inrela-ontoagenda-seJngandlearning,byprovidingavaluable framework forgendermainstreamingintheCommissionandfortheimplementa-onofacoherentframeworkforgender-equalitypoliciesintheMemberStates.
“promo-ng ins-tu-onal change in research organisa-ons to removebarriers to gender equality and engage all research organisa-onstoimplementgenderequalityplans(2016-2017).”
Includingwomen’sperspec-vesandexperiencesaswellasacknowledging their contribu-ons to course contentempowers female students by challenging genderstereotypes(CasseseandBos,2013;Riosetal.,2010).
The gender equality perspec-ve ‘has not emerged as aserious priority in curricular reform’ (Cassese et al., 2012:238; seealsoFosteretal., 2013;Grünberg,2011;Verdonketal.,2009).
There is a con-nued resistance to integra-ng gender intothehighereduca-oncurriculum(Atchison,2013:228).
Inhighereduca-on
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Resistance to gender equality ini-a-ves is shaped by howdifferent ins-tu-onal contexts and organisa-onal culturesreinterpretgenderequalityandtheGenderMainstreamingpoliciesthemselves(Cavaghan,2016;BenschopandVerloo,2006).
“By watering down the content of what used to beWomen’s Studies, students are no longer inspired byfeminism and by the prospect of feminist ac-vism andresearch. Intersec-onality is a more hopeful term thangender mainstreaming. This is because it is at least anadempttotakeaccountofthediversesitua-onsofwomenintherealworld.Itisanadempttoconsiderissuesofclass,of race, of ethnicity and religion, of geography andmigra-on,andofmobilityorimmobility,aswellasofsexualorienta-on. It takes account of simultaneous mul-pleoppressions.Thisisagoodbeginning…(Hawthorne,2004)
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…But the trouble is— like the term ‘gender’ or the term‘queer’—itincludessomuchthatitisveryeasyforpartsofwhat itdoes include todisappear.Theotherproblemwithintersec-onality is its inten-onal neutrality. It s-rs noemo-on, it is yet another depoli-cisedword and runs theriskofbecomingfurthererodedover-me.”(Hawthorne,2004)
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Engendering the higher educa-on curriculum entails theintegra-on of gendered content into the courses ofundergraduateandgraduateprogrammes,payingaden-onaswelltothe intersec-onofgenderwithothermarkersofiden-ty such as race, ethnicity, class or sexual iden-ty.Providing a broad range of ‘naviga-onal insights’ helpsstudents to iden-fy and problema-se exis-ng genderednormsandroles.(Lyle-Gonga,2013)
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“we acknowledge that intersec-onality in work andorganiza-onswillcon-nuetobedifficultforscholarstotakeup because the poli-cs of knowledge produc-on inacademiaaredeeplyembeddedinthedynamicsofprivilegeand inequality that intersec-onality seeks to cri-que anddisrupt.”