Article
French
ID: <
50|dedup_wf_001::220916bfa9623c3cfd76b2c43064212e>
·
DOI: <
10.7202/1050658ar>
Abstract
In French-speaking Europe, teacher training programs include optional sessions on equality between « girls and boys ». These training sessions’ objectives are to induce a reflection on the numerous ways schools (and teachers themselves) can produce and reproduce gender inequalities. Some of these trainers have chosen to write accounts detailing their practises, students’ resistances and ways to overcome them. The paper consists of a meta-analysis of 33 such accounts, and aims at questioning the dilemmas and tensions they put forth regarding gender equality.