Deadline for submission of articles:
April 15th, 2017
Marta Nogueroles, Ana Irene Pérez Rueda y Ángel Méndez Núñez (http://www.gice-uam.es/)
We find ourselves at a historic moment in which the feminist struggle permeates social movements and has became a recurrent topic of discussion. Therefore, it is no accident that reactionary discourses are reinforced too. Discourses that try to delegitimise it through messages that disguise it as unnecessary and anachronic, as self-interested and convenient only to some or even as oppressive, comparing it with Nazism or with machismo. Moreover, as patriarchy adopts more and more invisible or subtle forms of discrimination, the idea that the school is already a gender-neutral institution spreads. Many of the voices that are being raised against segregated schools agree that mixed-sex schools are to a great extent coeducational and that every educational measure beyond sharing spaces, times and programs is indoctrination.
Far from this view, we support the idea that mixed-sex schooling is without a doubt insufficient, since it reproduces the cultural models of society. At the same time that it demands from the girls the learning of a subordinate personality, lacking autonomy and devoted to the others, it makes the boys more active and in control of their own criteria (Subirats, 2007, 2010). Therefore, it is still necessary to change the school, which we conceive as a space of socialization from where we can struggle against the undeniable legitimation and reproduction of the gender injustices that take place in the educational and social environment.
With the intention of publishing articles that help us to continue thinking and acting within this line, we propose a special issue about Feminist Education for Social Justice.