Poetry and gender in Secondary schools: theoretical review and analysis of manuals
Abstract
Poetry written by women in Spanish has not been given the space it deserves in the curriculum or in secondary school textbooks. To verify the validity of the problem, we analysed the presence of male and female poets in nine current fourth-year textbooks from various publishers, differentiating between the mere mention of these poets and the contribution of a brief biography and/or some poetry. In the theoretical framework, we review the factors leading to the relegation of poetry in secondary schools, recommended practices for successful poetic education, the historical exclusion of women from the canon and the importance of their inclusion, and the recent boom in poetry written by women in Spanish, as well as best-selling poets and the educational implications. Finally, we present the most relevant conclusions for literary education derived from the theoretical review and the analysis of manuals.
Downloads
Article download
Crossmark
License
In order to support the global exchange of knowledge, the journal Revista Complutense de Educación is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
