The potential of the fanzine as a didactic tool: Exploring gender identities in initial teacher education
Abstract
<p>The aim of this study is to explore the educational functionality of the fanzine, based on its critical
use, to question the gender identities constructed in the History taught. From a qualitative approach, a
process of investigation of the conceptions of the students of the subject ‘Educating for gender equality’ of
the Degree of teachers of Infant and Primary Education of the University of Alicante is developed, by means
of a questionnaire of open questions and the analysis of their fanzine productions. The results show that the
expressive and transgressive possibilities of the fanzine help to reinforce the coeducational message of the
teaching of feminist history that accompanies the construction of more inclusive and egalitarian identities. In
conclusion, this work contributes to highlighting the didactic-pedagogical properties of this tool for
coeducation and reinforces the idea of promoting its daily use in the classroom.</p>
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