Alternative School: An evaluation of an educatio­nal program from gender perspective

Authors

Keywords:

pilot project-work, teaching gender perspective, impact life quality

Abstract

In the present article, the repercussions of a pilot project called «Alternative School for abilities, capacities and aptitudes (extended day)» are analyzed from a gender perspective. The project was applied to thirteen schools in the state of Queretaro, with 111 teachers: 75 women and 36 men. Among the program’s objectives, prolonging the educational day to six hours, instead of working two shifts of 4 hours each, in order to improve Education and the teaching staff’s quality of life wasimplemented. Using concepts such as home, domestic dynamics, gender and domestic work; and applying two surveys and a semistructured interview, family life before and after this project are evaluated. As a result, substantial differences between men and women were are detected causing diverse impact and benefits.

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Author Biographies

Patricia Palacios Westendarp, Universidad Autónoma de Querétaro

Mexicana. Maestra en ciencias antropológicas por la Escuela Nacional de Antropología e Historia. Profesora investigadora de la Facultad de Ciencias Políticas y Sociales de la Universidad Autónoma de Querétaro.

Angélica Arellano Cervantes, Universidad de Querétaro

Mexicana. Licenciada en sociología por la Facultad de Ciencias Políticas y Sociales de la Universidad Autónoma de Querétaro. Asistente de investigación del proyecto «Escuela Alternativa para las Habilidades, Capacidades y Aptitudes (Jornada Ampliada)».

Published

2023-07-26

How to Cite

Palacios Westendarp, P., & Arellano Cervantes, A. (2023). Alternative School: An evaluation of an educatio­nal program from gender perspective. Géneroos, 14(2), 23–36. Retrieved from https://revistasacademicas.ucol.mx/index.php/generos/article/view/1437

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Research articles

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