Building critical citizenship through gender-sensitive participation in university classrooms

Abstract

In a context in which neoliberal dynamics are being assimilated in universities, it is necessary to advocate practices that favour egalitarian participation in teaching-learning processes. Within the framework of a research project at the UCM, a quantitative and qualitative approach to the participation of teachers and students is carried out. This article analyses the qualitative data obtained from the tools of focus groups and participant observations that allow for their triangulation. The results highlight, among other things, differentiated conceptualisations of participation, the importance of cohesion and the construction of the classroom as a safe space, as well as biases in participation. The need to work from an egalitarian and participatory intersectional perspective in the classroom is evident.