A proposal of coeducational education: the use of Sultana’s Dream

Facultad de Educación y Trabajo Social DEPARTAMENTO DE DIDÁCTICA DE LA LENGUA Y LA LITERATURA Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas TRABAJO FIN DE MÁSTER A proposal of coeducational education: the use of Sultana’s Dream Estudiante: Dña. Lucía Velado Bullón Tutor: Dña. Alexandra Paniagua Villoria Valladolid, 2020 Resumen A pesar de los grandes avances que nuestra sociedad ha experimentado en cuanto a educación e igualdad de oportunidades en los últimos años, cabe destacar que las desigualdades de género siguen estando vigentes en casi cada aspecto de nuestra vida cotidiana. La búsqueda de esta igualdad ha de darse a través de un modelo coeducativo dentro de la educación reglada, concienciando a los estudiantes de la gran importancia de las mujeres, para así poder llevar este pensamiento, el cual debería ser un hecho, más allá de la educación. Dentro de la Educación Secundaria, la enseñanza del idioma extranjero inglés debe ir más allá de completar los requisitos previamente fijados del currículum; es en esta etapa donde se deberían inculcar valores que partan de una educación coeducativa a través de proyectos y talleres en los que colaboren toda la comunidad educativa. La propuesta de taller coeducativo del presente trabajo va más allá del uso del idioma extranjero; se pretende que a través del inglés y la literatura escrita en dicho idioma los alumnos reflexionen sobre aspectos que desvalorizan a las mujeres, como son las desigualdades de género. Por ello, la introducción de la coeducación dentro del taller es la base sobre la que los alumnos asentarán los nuevos conocimientos adquiridos. Gracias a esto, se estará formando a los estudiantes como ciudadanos críticos con un gran poder de reflexión, quienes podrán detectar y rechazar tanto prejuicios como estereotipos con el fin de vivir en un mundo en el que no exista ni violencia ni discriminación hacia las mujeres. Palabras clave: coeducación, Educación Secundaria, lengua extranjera inglesa, igualdad de oportunidades. Abstract Despite the great progress that our society has made in education and equal opportunities in recent years, it should be noted that gender inequalities are still present in almost every aspect of our daily lives. The search for this equality has to take place through a co-educational model within formal education, making students aware of the great importance of women, in order to take this thought, which should be a fact, beyond education. Within Secondary Education, the teaching of the English foreign language must go beyond completing the previously established requirements of the curriculum; it is at this stage that values should be inculcated that start from a co-educational education through projects and workshops in which the whole educational community collaborates. The proposal of a coeducational workshop in the present study goes beyond the use of the foreign language; it is intended that through the use of English and the literature written in that language the students reflect on aspects that devalue women, such as gender inequalities. For this reason, the introduction of coeducation within the workshop is the basis on which the students will establish the new knowledge acquired. Thanks to this, students will be trained as critical citizens with great power of reflection, who will be able to detect and reject both prejudices and stereotypes in order to live in a world where there is neither violence nor discrimination against women. Keywords: coeducation, Secondary Education, English foreign language, equal opportunities. Table of contents Introduction 1 Justification 1 Objectives 2 Chapter 1: Coeducation 3 1.1. Introduction 3 1.2. Revision of the theoretical framework 3 1.3. The Eight Pillars of Coeducation 12 1.4. Necessary elements for an effective coeducation 17 1.5. Conclusions of Chapter 1 20 Chapter 2: Coeducation in the English Class 21 2.1. Introduction 21 2.2. The Treatment of coeducation in the area of English as a foreign language 21 2.3. The possibilities that English provides to put coeducation into practice 22 2.4. The use of literature to introduce coeducation 23 2.5. Conclusions of Chapter 2 24 Chapter 3: Proposal of Intervention: Coeducational Workshop 25 3.1. Introduction 25 3.2. Justification 25 3.3. Objectives 26 3.4. Methodology 28 3.5. Target audience 29 3.6. Resources 29 3.7. Temporalization 30 3.8. The workshop 30 3.9. Development of the proposal's activities 31 3.10. Evaluation 43 3.11. Conclusions of Chapter 3 43 Chapter 4: Conclusions and future areas of research 44 4.1. Study summary 44 4.2. Conclusions 44 4.3. Future areas of research 45 Works cited list 47 Annexes 51 Lucía Velado Bullón Universidad de Valladolid 1 Introduction Justification Women have suffered from situations of inequality for centuries; situations which, despite the significant progress made mainly in the last century, continue to manifest themselves in some areas by displacing women to a very low position. We find discrimination against women in the different spheres of political power and in other spheres of power, in spaces of poverty and health, in the world of work, in the domestic sphere, in couple relationships and in the rest of daily relationships where women are directed towards expectations differentiated from those of men, in conditions of inferiority. The demand for equality between women and men emerged with the birth of the feminist movement. One of the most outstanding features of democratic societies is the progressive incorporation of women into the various spheres of social life. An example of this is the progressive incorporation of women into the workplace or the leading role in the political area, which makes society increasingly richer by becoming a space for integration and equality. However, despite the progress made in the educational area, we must be aware that there are imbalances to be solved between men and women. For this reason, reality demands that we carry out projects that promote a coeducational school. The school must contribute to overcome discrimination and sex biases, leading to changes in student attitudes active and committed. In educational centres, not only must be taken into account knowledge and conceptual contents, but also attitudes and values. It is just as important to raise awareness from the educational centres as it is to collaborate with families, where values such as equal opportunities are necessary to eliminate prejudices and change the stereotypes or behaviours that have traditionally been used to justify or legitimise the discriminatory treatment of women. For this reason, coeducation should be the focus of much of our work, even more so if we look at the situation of discrimination, violence and injustice that the woman, paradoxically, is still facing in our 21st Century. For this reason, it is important to debate the sexist stereotypes in our society, which assigns roles, different professions and expectations according to the sex of the person. Therefore, it is necessary to continue moving towards a true coeducational school, a school model that gives value and recognition to needs inasmuch as the lack of a feminist- Lucía Velado Bullón Universidad de Valladolid 2 sensitive approach in education comes from the role models set by society. As a future teacher, I believe that school is the best context for social transformation in order to achieve equal opportunities for future generations. Objectives Based on the above, in this paper it is intended to address the following objectives. Firstly, the main objective of this work is to design a proposal of intervention that can be applied to all courses of Secondary Education in the field of coeducation. The proposal will be carried out through integrated learning, combined with the teaching of English and literature written in this language. This objective is broken down into the following specific objectives: - To analyse the importance of coeducation in the development of students. - To explore the main ideas that the reading of Sultana’s Dream offers. - To propose activities based on coeducation. - To teach students to discriminate behaviours that inferiorize women. Lucía Velado Bullón Universidad de Valladolid 3 Chapter 1: Coeducation 1.1. Introduction The first chapter focuses on the theoretical foundation of the concept of coeducation. Firstly, the concept of coeducation is introduced according to its legal bases, which will be revised. Moreover, the Eight Pillars on which this term is supported will be developed so as to later be able to talk about the elements that are necessary in order to reach an effective coeducation within the current educational system. 1.2. Revision of the theoretical framework Ensuring that boys and girls have equal educational opportunities is one of the most important and effective facts in combating sex discrimination and promoting the rights of women from early childhood. All girls and boys have the right to access to education, regardless of their social or economic status. Enabling girls to access the intellectual and social advantages of basic education ensures that their rights are fulfilled and protected, and thus, this significantly increases their range of life choices. Education is a term that is worldwide known. This word derives from the latin words “educatum” (referred to the act of teaching) and “educare” (meaning bringing up). According to Aliya Sikandar, who has reviewed the philosophy of education of the American philosopher, psychologist, and educational reformer John Dewey, education can be defined as a “process of interaction between the teacher and the learner” (Sikandar, 2015). It is in this process in which learners acquire knowledge, develop their skills and explore not only their values and beliefs but also the way they face new challenges. In most countries, education is compulsory up to certain age, for instance up to sixteen years old in Spain, since it has been recognised as a right for everybody. Education provides an excellent opportunity to experience this approach to a more civilised world. It is important to distinguish three types of education: formal education, instructed by trained teachers in an institution, informal education, the one which is closely related to families and friends who help someone to build a thought, outside a structured curriculum and institution; and non-formal education, managed by community groups and organizations (‘The Different Types of Education’, 2019). In order to talk about coeducation, it is necessary to bear in mind the differences between genders which has consequently made a significant distinction between the sexes. As explained Lucía Velado Bullón Universidad de Valladolid 4 by the Ministry of Education of Spain in its web page, sex would be determined by those characteristics (physical, genetic, instinctive) with which human beings are born, as males and females of the human spice. These characteristics would be differential, universal and natural, whereas gender refers to the social construction that different cultures elaborate on the basis of sexual belonging, a construction that assigns different identity traits, capacities, aptitudes and roles to people, thus configuring two genders within the human species, the masculine and the feminine. In accordance with Kate Millet, the sex-gender system refers to the forms of relationship established between women and men within a society. This dualistic system is represented by another that supports it, the nature/culture binary pair, since sex is related to biology (hormones, genes, nervous system, morphology) and gender to culture (psychology, sociology) (Millett, 2017). Although coeducation is a term within formal education, all kinds of education must be taken into account so as to achieve a successful coeducation in all areas of our daily lives. By seeing coeducation as a transversal concept that cannot be only encapsulated in formal education, equal opportunities for both sexes will be ensured. According to the Merriam-Webster Dictionary (2020), the term coeducation was firstly used in 1850, with the meaning of “teaching both male and female students at the same institution”. It was not until the General Education Law was established in Spain in 1970 that the right of the access to education of women were recognised. This access had the same conditions as men without leaving aside that women also had to keep being prepared for their genderspecific functions. From this point on, a unified educational model is proposed, equal for all, in which the discrimination on the basis of sex disappears. In this sense, as stated in Mujer y educación: un largo camino hacia la igualdad, school curricula were made equal for boys and girls and the specific subjects for girls disappeared in 1970. During the 1980s, a number of women's rights and equality organizations, such as the Women's Institute, began to be established in Spain at both, nationally and autonomously (‘Instituto de la Mujer y para la Igualdad de Oportunidades’, n.d.). Probably one of the greatest transformations that our education system has undergone in the last decade has been the access of women to formal education, since “women's empowerment promotes higher and more inclusive growth by expanding the labour force, increasing productivity, expanding opportunities, reducing poverty and helping to contain inequality” (‘Los beneficios de empoderar más a las mujeres’, 2019). In this article it is also stated that, due to this access to formal education, the reduction of domestic violence, child marriage and teenage pregnancy are Lucía Velado Bullón Universidad de Valladolid 11 Thirdly, making an inclusive use of images and language, removing roles and stereotypes. The use of language and images that do not discriminate, not only in relation to sex but also in relation to other aspects such as culture or sexual choice, is an essential step in creating a co-educational school. Fourthly, ensuring non-sexist academic and professional orientation. Throughout the socialization process, external influences on young people are produced in order to influence their decision-making. These influences can come from the family environment, friends or from the labour market. Thus, it is necessary to make teachers, students and families aware of sexist stereotypes that persist, and guide them to dismantle sexist beliefs and prejudices that may be influencing the academic and work orientation. In fifth place, it is crucial to include equality within the hidden curriculum and the manifest curriculum. From the manifest curriculum, this would involve a review of the contents set out in the inclusion of those spheres that have been traditionally female and have come making invisible, as the ethics of care, from a feminist perspective. In this sense, textbooks need to incorporate inclusive language and images, as well as women references in the different areas of knowledge. From the hidden curriculum, the rules must be revised, the values, attitudes and behaviour that teachers, families and students carry out in their interaction with each other. The unequal socialization through gender and its influence on the relationships that are established in the educational centers. According to the previous idea, the sixth objective is the incorporation of diversity in all its forms. Taking into account that the differences we find in schools are not only about sex, differences are also shown in social class, culture, country of origin, religion, sexual orientation. If the educational practice is approached from coeducation, attention is guaranteed to each of these differences by avoiding inequalities. Seventhly, the promotion of an equitable use of resources and spaces. The distribution and use of spaces and the organization of the educational environment also plays a relevant role in the transmission of values and social norms. Therefore, it is necessary to guarantee the use of spaces and resources in a balanced way. In this way, playgrounds can be equitably used for all kinds of games and not only for games that are usually played by boys, such as football, which are usually surrounded by an atmosphere of competitiveness and violence, taking up most of the available space. Lucía Velado Bullón Universidad de Valladolid 12 The last objective is preventing violence against women and promoting good treatment. Violence is a component of our unequal societies, so it is necessary to be critical and critical of relationships based on romantic love, educating from the ethics of justice and the ethics of care. The absence of coeducation produces an education that is not only biased, but also sexist. The school, the educational centre, is the main space through which we all pass during a long period of our lives. 1.3. The Eight Pillars of Coeducation According to the Online Dictionary on Coeducation, which appears on the webpage of the General Workers' Union, “Coeducation implies and demands situations of real equality, of academic, professional and, in general, social opportunities, in such a way that nobody - for reasons of sex - starts from a situation of disadvantage or has to overcome special difficulties to reach the same objectives”. The Eight Pillars of Coeducation are mentioned in the II Coeducation Plan For The Basque Education System, on the Way To Equality And Good Treatment (2019), magazine published by the Basque Government. Considering the limited amount of documentation available on coeducation, this document shows the foundations on which this concept is based and which must be taken into account when implementing it, both inside and outside the classroom. In the following pages, the Eight Pillars of coeducation will be revised in order to be applied in real life and, specifically, in a satisfactory and educational way in educational centres. Lucía Velado Bullón Universidad de Valladolid 13 Figure 1: The Eight Pillars of Coeducation 1.3.1. First Pillar The critical thinking that fights against sexism would be the first pillar of coeducation, which cuts across all others and is the basis for bringing equality into the classroom. Only by applying the feminist perspective in a critical way are we capable of recognising the existence of inequalities. For this reason, an analysis on how gender operates into the oppression of women becomes the fundamental strategy for eradicating sexism from the education system and, therefore, from society in general. Knowing these facts, it can be said that critical thinking teachers are needed so as to face stereotypical education, which is the one that has been alive throughout history and which is still being transmitted to students. In this sense, teacher training is essential to analyse with a gender perspective. 1.3.2. Second Pillar The second pillar focuses on the non-sexist use of language and images. The use of language is not neutral: language serves us to communicate, to understand the world and also to change it, all our thinking passes through language. People who work for equality are aware that language is a living reality, that it evolves and must be adjusted to the use of each era. Lucía Velado Bullón Universidad de Valladolid 14 Therefore, the irruption of women, thanks to feminism, in the public world must be reflected in its visibility through the non-sexist use of language. This non-sexist use of language does not only consist of using the masculine and feminine gender, but is much broader and also affects those languages in which this gender distinction does not exist or exists in a different form. Taking into account all of the above, images have a great communicative power and, therefore, contribute to build the collective imaginary so it can be said that it is necessary to analyse them from a feminist perspective. In a more focused way, the use of language and images in schools is a factor to be promoted from inside. Teachers should have the moral obligation of applying inclusive language and non-discriminatory images in the classroom and make students see that racial and cultural diversity is another form of learning. 1.3.3. Third Pillar The third pillar is based on the integration of women's knowledge and their social and historical contribution. Throughout history and today’s society, one of the great shortcomings of our culture in general, and of our classroom materials and textbooks in particular, is the invisibility and theft of women's contributions in all areas through human history. The androcentrism that has dominated our culture has led to a gap in knowledge and recognition of the work of women. For this reason and considering the gap that exists, it is crucial to adapt the materials available to us in class, to use all resources in an effective way that leads to coeducation or, at least, alludes to it. 1.3.4. Fourth Pillar The fourth pillar focuses on the peaceful transformation of conflicts, with projects of co-educational coexistence. Applying the gender perspective to coexistence is basic to preventing violence against women, whether this one of whatever kind. Positive coexistence must be based on co-educational planning, that is to say, a coexistence based on respect and equal relationships. Coeducation provides resources, strategies, knowledge for the prevention of violence in relationships. In the analysis of relationships, it can be observed that underlying behaviors, roles, thoughts, emotions, values… are directly related with the construction of identities linked to masculine and feminine stereotypes, often penalising people who do not respond to these stereotypes, and even becoming victims of bullying. Lucía Velado Bullón Universidad de Valladolid 15 A positive coexistence is the one based on care between people, without gender stereotypes, the good treatment to prevent mistreatment, group cohesion in the face of exclusion or egalitarian leadership, for instance. 1.3.5. Fifth Pillar The fifth pillar is about personal autonomy and financial independence. Coeducation also focuses on domestic space in three directions: the need for all people to be autonomous in their daily lives, the recognition of all those people (mostly women) who have been and currently are involved in the care of others and the analysis of the reality of the domestic sphere and the inequalities that have been historically and currently alive in the unbalanced distribution of domestic and care tasks between men and women. It can be said that economic independence must be worked on since it is seen as a basis for personal independence. It is known that economic independence is fundamental to escape from abusive relationships and to rebuild one’s life away from violence against women (Rights, Equality and Citizenship (REC), 2017). According to this article, “Gender inequality is both the cause and the consequence of patriarchy and unequal power relations between women and men. Gender inequality, in the framework of the economy, is at the same time, the cause and consequence of male violence against women: violence is used by perpetrators to sustain and reinforce subordination of women, and economic violence is a form of violence, comparable to physical and psychological violence”. It is in this pillar in which it should be stressed that women occupy the worst paid positions in the labor market, being a reality the wage gap, the feminization of certain professions and the masculinization of others, the feminization of poverty and a higher degree of illiteracy in women than in men. For this reason, coeducation seeks a balance, both in the domestic sphere and in the public and occupational spheres, because as long as there is no true co-responsibility between men and women in the domestic sphere, there will be an enormous imbalance in the public and professional sphere. 1.3.6. Sixth Pillar The sixth pillar focuses on the spaces in the school and the extra-curricular and complementary activities. The spaces of the educational centers, mainly those of recreation Lucía Velado Bullón Universidad de Valladolid 16 such as the playground for breaktime, have been occupied by the boys in competitive games throughout history. In addition, this same space is usually very differentiated in groups of boys and girl, with little interaction between these two groups. In this same way, extracurricular and complementary activities should be planned so that both, boys and girls, could share them equally. For this reason, schools and high schools should focus their attention on these facts that are not alive within the classrooms, in order to provide students with games and extra-curricular activities that are in keeping with the fundamentals of coeducation. It is true that it is a difficult mission to dissociate the ideas that have been held throughout history between men and women regarding physical activity, but schools must break with these false ideals, in all areas, not only within the classrooms. 1.3.7. Seventh Pillar The seventh pillar is about affective and sexual education in equality. Sexual education as health and personal development aims at personal growth and the development of a positive and responsible attitude towards sexuality, in a way that favours behaving responsibly, not only towards themselves but also towards other people in the social context they live. The foundations are based on the norms and advice of international institutions of the importance of World Health Organization WHO, United Nations Educational, Scientific and Cultural Organization. So, it is raised the need for sex education at an early age and that it be systematized throughout all stages of schooling. Sex education has positive effects because it improves people's knowledge about sexuality and therefore also shows improvement in terms of their attitude towards sexual behaviour and sexual health; risks of disease are highly reduced. Sex education with a perspective based on the sexes is much more effective than one that does not integrate this perspective. Sex education shows its greatest effectiveness when carried out in coordination with families; they must be involved. When home and school join forces to offer sex education based on equality, health and respect for all people. This education should be modeled on all types of couples, not just the heterosexual one. Because of this, this sex education mentioned should not reject couples made up of two women or two men as models so that everyone can have the same knowledge about this issue. Lucía Velado Bullón Universidad de Valladolid 17 1.3.8. Eighth Pillar The last pillar in which coeducation is supported is the prevention and action against violence against women. There are three types of actions that must be taken into account. The first one, aimed at raising awareness among students, secondly, all those measures aimed at schools and, finally, those that are aimed at direct intervention after detecting cases of violence in school. It is important to take into account these eight pillars, since they are the basis of coeducation. In addition, taking into account these pillars, action plans can be determined in schools if cases of male chauvinism are detected, as well as designing coeducational workshops that promote these ideas among the educational community. 1.4. Necessary elements for an effective coeducation Ensuring the normative framework requires a comprehensive approach in basic education, the understanding of coeducation is a positive cross-curricular element for both boys and girls that ensures the development of equal education and the prevention of violence against women. Seeing coeducation as one of the human rights that must be alive in all the aspects of our lives since childhood is the proper atmosphere in which citizens will be able to develop a remarkable intellectual development. For this reason, it is important to take into account all the factors included in this process of coeducation, since it cannot be achieved without bearing in mind all the elements that are necessary for reaching a coeducational model in schools. Figure 2 summarises the main points of this section, which will be reviewed at a later stage. Lucía Velado Bullón Universidad de Valladolid 18 Figure 2: Necessary Elements to reach coeducation regarding educational centres According to the elements of coeducation, the main fundamental element in moving towards a coeducational school is the empowerment or the strengthen of the educational system in order to see itself as an engine of change. A system that believes itself capable of providing solutions to social problems, educating students not only academically but also in other areas, such as personal and citizenship, is a trained and empowered educational system for social transformation. Education cannot be understood only as a reflection of society; the educational system must go one step further, trying to contribute in any necessary transformations of society. The school that we need cannot be sexist, classist, racist or homophobic, but egalitarian and inclusive, helping from a critical view of inequalities to the improvement of society, as far as possible. When the educational approach is shared by a large majority of the society and in particular by the educational community (teachers, students and families), the drive towards a coeducational school is not only more simple but easier too since an empowered school does not only take responsibility, but it is also self-critical of its role so as to face conflicts. In addition to the empowerment and self-criticism, in order to implement a coeducational school, it is necessary to take steps in this direction, taking into account the following elements that form coeducation. Lucía Velado Bullón Universidad de Valladolid 19 First of all, the creation of structures to promote equality and coeducation. It is necessary that the educational administration and the educational system count with stable structures in charge of promotion, coordination, monitoring and evaluation of sex equality policies and coeducation, so as to ensure the implementation of the measures set out in the plan. Secondly, teachers should be trained in coeducation. This can be considered as one of the elements within the main objectives of the implementation of a co-educational school. It is necessary that teachers have training, not only continue training, but also initial training that has incorporated education "in” and "for" equality. A teacher who is sensitive to inequalities, who has awareness of their production and reproduction, has more instruments for their practice than a teacher who is exempt from this training. Thirdly, families must get involved in this process, too. The coeducational school should be open to families as well as the environment in which it is located. It is important that families feel coeducation as an important aspect for the formation of their children, and that they try to put it into practice in their homes too. It is not only the duty of the educational community but also families have to bring up their children according to the main objectives of coeducation. A coeducational plan adapted to the educational centres would be the fourth element of coeducation. This would be a document that, based on an adequate diagnosis of the situation, collects the main objectives that each centre pursues in terms of equality, taking concrete actions to achieve them and, subsequently, to evaluate them. It is not a question of no way, to reduce coeducation to certain activities and to the celebration of events since it is a matter of permeating equality throughout the centre. The last element that must be taken into account is a set of coeducational classroom materials. Some classroom materials are textbooks, didactic resources, audiovisual materials, reading books, stories, toys... that are not sexist, racist or homophobes, nor classists. The materials that should be used in class are the ones that educate "in" and "for" equality. For this reason, it is proposed that the educational centers develop joint and systematic actions that include the great pillars of coeducation since the egalitarian bases would be a good prevention of violence against women. Both women and men have grown up in an unequal society that has marked us to be as we are, therefore, equality is a fact within the way we have been educated which helps us to build ourselves as women and men with a critical spirit facing inequality, sexism and violence against women, of whatever kind. Lucía Velado Bullón Universidad de Valladolid 20 The basis for preventing violence against women is coeducation. This term has a series of main themes, or pillars, that support it besides cutting across all the actions of an educational centre, both at of the classroom, as of teacher training, as of organization, as mentioned above. Several elements of these pillars are necessary in order to implement coeducation, as we have seen in this section. These elements must be alive in all levels of education. The actions linked to the coeducation plans of each school must take into account the study, analysis and implementation of these pillars. Each age and each stage of education will have its own specific path, which is why it is necessary for teachers to be trained so as to apply coeducational issues to their classroom contexts. 1.5. Conclusions of Chapter 1 Coeducation is a challenge for society as a whole which, through an education in values, will educate boys and girls to be critical, responsible, respectful and autonomous citizens. By seeking an education through which it will be possible to walk towards equality of rights and opportunities, all kinds of actions and situations of discrimination will be cancelled. It should also be mentioned that the students will learn to relate to each other based on mutual recognition, so that they can freely develop their personality without being ascribed to certain ways of behaviour depending on their sex.Thanks to the regulations of these past years and the current regulations in the field of education, coeducation tries to make a place for itself in schools. To this end, the basic foundations of this term must be taken into account in order to be able to introduce elements in schools that promote equality in all its forms. Lucía Velado Bullón Universidad de Valladolid 27 However, they must be considered from a flexible point of view in order to have the possibility of adapting them to each context and to facilitate the educational process. A distinction can be made between general objectives and specific objectives. 3.3.1. General Objectives - To promote equal opportunities for boys and girls in high schools, since they are in the ideal stage for learning values and attitudes that develop tolerance, coexistence, freedom and respect for any diversity. - To make all members of the educational community aware of the importance of working on coeducation so as to achieve a fairer society. - To promote the integration and participation of families in the coeducational proposal with the purpose of making them aware of the relevance of educating in equality, showing them guidelines that they can put into practice in their respective homes. 3.3.2. Specific Objectives - To promote the integral development of boys and girls without gender stereotypes. - To promote attitudes and behaviours of equality, respect and collaboration among students. - To favour students’ reflexion about gender roles through the creation of different activities. - To discover the gender stereotypes that are present in our current society. - To understand messages written in English related to sexism and equal opportunities. - To be able to react to sexist terms, messages and attitudes, rejecting their use. - To eliminate the vision that men are the centre and to educate in values of tolerance, respect, solidarity and equality. - To make students aware of the gender differences that exist in family, social and working life. - To prevent violence against women. - To contribute to the elimination of gender roles and stereotypes in education. - To educate to share the responsibility of being active subjects with equality of real opportunities in a democratic society. - To promote cognitive development and creativity from pieces of Literature. Lucía Velado Bullón Universidad de Valladolid 28 3.4. Methodology The methodology will be active and flexible as it allows to adjust this proposal to the different possibilities and rhythms of each of the students according to their interests, motivations, attitudes and preferences. The ideas shown are based on respect and freedom towards students, with the aim of promoting their welfare, guiding them to increase their interest in discovering and exploring. The task-based approach has been the method used for the creation of this workshop. The task-based approach is a form of teaching which aims to encourage learning through the actual use of language so that learning processes include communication processes. Therefore, the activities proposed will be grouped into three categories in accordance with this approach: pre-reading activities, while-reading activities and post-reading activities, which have as their main focus the novella that will be worked on in the workshop, Sultana’s Dream. In terms of classroom management, this workshop promotes the integration of all students. For this reason, homework will be done individually but during the seven hours of the workshop, group work will be highly encouraged, so one of the basic skills will be enhanced through this. It is well known that working in a team favours creativity and, therefore, the combination of the different proposals of the members of the group favours learning. Since teamwork allows both tasks and responsibilities to be shared, stress decreases. One of the main objectives of working as a group in this workshop is to take advantage of the diversity offered by the classroom. Students will be creating bonds of trust as well as encouraging communication in the English foreign language. The workshop approach is based on task-based learning. According to Bowen in his article Teaching approaches: task-based learning (2013), this method is a different way of teaching in which the center is the use of the language to carry out the completion of tasks. Its main objective is to create the need to learn using the language. Through the tasks, results will be achieved from the given information. Activities reflect real life whereas learners focus on meaning. Lucía Velado Bullón Universidad de Valladolid 29 3.5. Target audience This project is aimed at students of Secondary Education, ranging in age from twelve to nineteen. At this age, students are able to empathise with others and respect other points of view. Thus, students will learn to respect and value social and physical differences, renouncing any kind of discrimination, and to build balanced relationships with the people around them. Work in groups show great progress, causing cooperative activities to play a transcendental role. In this regard, it is at this age when heterogeneous groupings must be favoured, that is to say, grouping boys with girls in order to contribute to achieve equality. Likewise, in the educational stages of high school, the capacity to give meaning to the experience lived and the integration of the actions carried out and lived in the day-to-day is developed. For this reason, when working on coeducation, students will develop attitudes favourable to equal opportunities for all people regardless of their sex that they will apply in their daily lives.In this proposal, the workshop is aimed at a first-year ESO class of thirty students. 3.6. Resources This project is based on the short story entitled Sultana's Dream, which can be considered as a novella since its length. This literary work is a feminist utopia written by Rokeya Sakhawat Hossain in 1905. In this story, women possess each angle of life. They are helped by mechanical propels in arrange to fulfill errands though men are disengaged, breaking the conventional generalizations that the larger part of individuals have had ingraining in their minds for centuries and still proceed keeping them in intellect. All through the story, the author plays with a inversion of roles so as to illustrate how women truly feel in that society. Sultana’s Dream really breaks sex generalizations much obliged to the way in which Muslim society is depicted. Besides, this novella appears how women have been ignored in their social chain of command inside the Indian Muslim Society due to the reality that they have continuously been considered second rate to men for reasons such as not having the same social capacities, insights or physical strength as men. Throughout this perfect world, the main character of the story, Sister Sara, claims that the need of Muslim ladies to have the same rights as men ought to be held in Lucía Velado Bullón Universidad de Valladolid 30 For this reason, Hossain, the author, displays an utopian world for a Muslim woman where women are able to attend Universities, work as scientific researchers or even drive, without having to ask permission from the men in their families so as to receive an authorization that will enable them to perform the actions that have normally been performed by men. Using this utopia, students are meant to see the reality of how women are often considered inferior to men by reading excerpts on how Islamic men are treated in this work. 3.7. Temporalization This workshop is designed to be implemented in seven hours. Thanks to its flexibility, these hours can be grouped in any way since the activities are designed by hours and not by sessions. The design of hourly tasks has taken into account the current problems in high schools regarding the completion of the curriculum in a short period of time. For this reason, the workshop has a fixed temporalization, unlike its implementation. However, this proposal of the workshop is designed to be worked on in two weeks, so that students will have time to process all the information they will obtain during the sessions in order to contrast it with the world that surrounds them. Moreover, these seven hours will be used from class time so that all students can participate. 3.8. The workshop The workshop is entitled “Coeducation: Ending Sexism, Starting Liberation”. In this workshop, an attempt will be made to make visible the inequality between genders and how to fight against this inequality, in order to create a space for coeducation in every aspect of our daily life. As a result, issues of inequality and how important women have been sidelined in the media, making their work invisible, will be addressed. The main theme of this workshop is the novella Sultana's Dream, as it shows the roles that have always been marked in society, in a reverse way. This novella has been chosen because, through a shift in roles, students will be more aware of how women have felt because of the oppressive society. The great importance of this workshop lies in the need to introduce coeducation within an educational system that is not coeducational. Because of this, it is intended that education be directed towards coeducation, in such a way that this is the main basis of each school and is highlighted in each subject. Lucía Velado Bullón Universidad de Valladolid 31 3.9. Development of the proposal's activities In the following pages, there will be a check on how the workshop hours and their respective activities will be organized (Figure 3). In addition to presenting the schedule, each activity and the purpose to be achieved through it will be discussed in order to give meaning to the workshop and to see the great importance and adaptability it has. Workshop’s Schedule Hours Typology Activities First Hour Pre-reading activities Activity 1: “What’s the difference?” Activity 2: “Forbes and education” Second Hour Activity 3: “Girl toys vs Boy toys” Activity 4: “Why We Should Teach Children Feminism” Activity 5: “Updating a typical tale” Third Hour While-reading activities Activity 6: “Presentation of women’s situation” Activity 7: “Rokeya Sakhawat Hossain, the writer” Fourth Hour Activity 8: “Sultana’s Dream” Fifth Hour Activity 9: “Let’s role play!” Sixth Hour Post-reading activities Activity 10: “Reading and commenting on notes” Seventh Hour Activity 11: "Creation of a poster on equality and evaluation” Figure 3: Schedule of the workshop “Coeducation: Ending Sexism, Starting Liberation” Lucía Velado Bullón Universidad de Valladolid 32 3.9.1. First Hour During the first hour of the workshop, the topic of the current inequality between men and women will be introduced, so that the students will have close references on the subject. To this end, the workshop will start by presenting its main objectives: - To familiarise students with the terms of coeducation and sex discrimination against women. - To work on a novella in which gender roles are reversed. - To teach students to discriminate against behaviors that belittle women, either because of their sex, their work or their race, among others. The main focus of this first session is the Activity 1 entitled “What’s the difference?”, which is based on asking students several questions. This introductory activity serves as a starting point and introduction to the main theme of this workshop, coeducation. To arrive at this point, students' notions of gender differences in our society will be taken into account. After discussing these issues all together, we will proceed to the Activity 2 “Forbes and education”. This newspaper article chosen is taken from Forbes, entitled “It's Time To Get Serious About Educating Women Around The World”. Thanks to it, students will learn how lack of education not only affects our cultural background but also our health, such as the negative effects it has on mental or even on reproductive health of women. This first hour of the workshop seeks to make students aware of current events in women's education and to distance them from the prototypes that have been marked by society. Input session 1: Good morning, guys. Today we’ll start with a workshop on coeducation called “Coeducation: Ending Sexism, Starting Liberation”. This workshop will be carried out in the English language and it is divided into seven sessions, each one focused in a different way, but they all lead to the same aim: to make you aware of the importance of coeducation. Therefore, we will use a novella that really explains it and that we will deal with it later on, once you have reflected on the activities prior to Sultana's Dream, the novella on which we will work. In today's session we will start with some questions to find out what you know about the topic of coeducation and women's education. Later we will read an article in which you will learn very interesting facts about how the lack of education affects women. So, we will start with some questions so as to awaken your knowledge and create a short debate in the class. (Annexe 1, 1A) Lucía Velado Bullón Universidad de Valladolid 33 (…) Before moving into the next activity, I have got a presentation for you to know girls’ situation in different countries in regards to education. You will read three different stories of how education changes girls. (PowerPoint presentation Annexe 1, 1B) Now, I'm going to give you some photocopies of the article “It's Time To Get Serious About Educating Women Around The World”, published in Forbes. I'm also going to project it on the board with a larger font, too. (https://www.forbes.com/sites/ellevate/2018/09/10/its-time-to-get-serious-about-educatingwomen-around-the-world-the-economy-will-thank-us/#254787ef6ed9). This is the last activity of this first session. You will each read aloud a few lines to your classmates. But before commenting on the text, not all women have access to education like here in Spain. (Reading of the article) After reading this interesting article, - What do you think about women's education? - Did you know how being able to access to a fair education changes us? - In what other aspects does education play a fundamental role? - Do you think it has been difficult for women to be able to access to the same education as men? The last thing we are going to review today are some words and expressions that have appeared in the text. (PowerPoint presentation, Annexe 1, 1C) 3.9.2. Second Hour The second hour of the workshop will be more interactive. To do this, the ICTs will be introduced in the classroom since two youtube videos will be projected thanks to a computer, a screen and a projector cannon, in addition to the use of speakers. The main objective is for students to open their minds and expand their knowledge of gender stereotypes so as to reject them. The first activity of this session, which corresponds to Activity 3 of the workshop, is a BBC video entitled “Girl toys vs Boy toys” that shows an experiment about how we are shaped from childhood in relation to stereotypes. The video demonstrates how, because of these Lucía Velado Bullón Universidad de Valladolid 34 stereotypes we have installed in our minds, children are assigned some toys or others. One of the examples displayed is a girl who has been dressed as a boy. The volunteers, thinking she was a boy, offered her "boy toys", such as a robot. After viewing this video, students will be asked what they think about it, if they were aware of how they differentiate “boy toys” and “girl toys” and think about other aspects, objects or behaviours that we associate to boys and girls arbitrarily. The main objective of showing this video in the workshop is to show how, from birth, people are differentiated by gender, ethnicity or even religion. In all these factors, women tend to rank below men. The second video to be projected in this session is a TED Talk. TED Talks are a great tool for learning since the ideas are given by experts in that area. This Activity 5 of the workshop is titled “Why We Should Teach Children Feminism”, as the video itself is called. This talk is given by a 17-year-old writer, Ariana Gupta, who has written a book titled New Age Fairy Tales. In it, she redefines the characteristics of girls and women in traditional fairy tales by portraying them more emancipated and independent. Her talk focuses on the importance of the representations of race and sex in the media and on the importance of teaching children feminism. After viewing the video, the students will discuss whether bedtime stories really shape our minds, as Ariana says, or not. Afterwards, there will be a short discussion on the differences between how men talk about women and how women talk about themselves. Through this second session, the main purpose is for students to learn to differentiate the sexist behaviors of our society, as well as to realize how boys and girls are differentiated from birth. Therefore, the TED Talk will help them open their eyes to everything that has influenced them when they were young and that has shaped their character and their personality over the years. The use of these two resources is intended to make the topic more visual, seeing real examples of gender stereotypes and how one can begin to change this vision of humanity, just as Ariana has done. In addition, the possibility of adding subtitles is available in both videos. Therefore, they will be used in the classes with less knowledge of the English language. That is why the intention has been to work in the familiar domain: bedtime stories, the differences between men and women that society has imposed on us from birth, how gender is differentiated only by toys, or even how lack of education affects health. The last activity proposed is to work in groups so as to update a typical tale. Lucía Velado Bullón Universidad de Valladolid 35 In this session, for homework, students will be required to record behaviors they have witnessed or remembered which have underestimated women. They will have until the sixth hour of the workshop to take notes on this topic, as in that hour the notes will be discussed and possible solutions or reactions to them will be proposed. Input session 2: Hi guys! How are you all? How is the week going? In today’s session, we are going to use the new technologies since we are going to see two very short but at the same time very interesting videos. To begin with, we are going to watch a video about an experiment carried out by the BBC on how the stereotypes we have in our heads shape our behaviour with children. In this case, they dress a girl as if she were a boy and you'll see what happens. Before watching the video, - Do you think there are toys for boys? And for girls? - What is the last toy you were given? Who made the decision to have that toy? - Boys, do you think “girl toys” can only be used by girls, or can boys play with them too? - Girls, have you ever played with cars, action figures, collected stickers...? (The video is played using the projector cannon, the computer, the screen and the speakers. Online resource: https://www.youtube.com/watch?v=nWu44AqF0iI&t=8s%E2%80%A9https://www.youtub e.com/watch?v=XjJQBjWYDTs%E2%80%A91-2-4 ). Now, I want you to form groups of three because we will use the blackboard. You will have to write the conclusions you have drawn from the video. Then, you will have to discuss with the members of your group if families influence their children’s choice of toys. (...) Before moving on to the next activity, I will show you some slides with questions related to the following video. (Annexe 2, 2A). Now, we are going to see another video. This one is a TED Talk. I don't know if you know what TED talks are, but they are talks given by very knowledgeable people. They can be found online, mainly in Youtube. This talk is given by a 17-year-old writer called Ariana Gupta, who has written New Age Fairy Tales. This talk is called “Why We Should Teach Children Feminism” and you will see how race and sex are portrayed in the media and the importance of teaching children feminism. Lucía Velado Bullón Universidad de Valladolid 36 Before watching the video, we’ll do an activity to find out what you know about fairy tales. Later, during the video, we'll do some more activities. (Annexe 2, 2B). (The video is played. Online resource: https://www.youtube.com/watch?v=fmG4fkmGPd8). Having seen the video, do you think that bedtime stories really shape our minds as Ariana says or not? (...) Have you noticed any differences between how men talk about women and how women talk about themselves? (...) To conclude this hour of the workshop, you are going to work in groups. You will be in groups of five and will be made in a numbered way (1, 2, 3, 4, 5/ 1, 2, 3…); all of you who have number one will be group one, and so on with the rest of the numbers. In this last activity, I suggest you update a typical story. Before finishing this session, you will share it with the rest of the groups. (...) For homework, you need to record behaviors you have witnessed or remembered which have underestimated women. You will have until the sixth hour of the workshop to take notes on this topic. This activity consists of keeping a diary in a schematic way where you can write down those situations in which women are treated differently or unfairly compared to the same situation if it were made by a man; sexist behaviours, sexist advertising. 3.9.3. Third Hour The third hour comprises Activities 6 and 7, starting with the while-reading activities. As worked in the previous two hours of the workshop, the issue of women's empowerment is very important. This topic is the main theme of Sultana's Dream, the novella on which this workshop is based. Activity 6 focuses on an overview of the situation of women, particularly in the Islamic society. This will be done using an online document called “What factors determine the changing roles of women in the Middle East and Islamic societies?”, from the Public Broadcasting Service (PBS). To this end, a photocopy will be handed out in which the students will be able to read the content of this article. They will have a short introduction to their culture, customs and traditions. They will also learn about aspects such as The Quran, the veil or women's rights in that society. After its reading, the aspects that have impacted them the most will be commented. Lucía Velado Bullón Universidad de Valladolid 43 3.10. Evaluation The evaluation of this workshop will be done qualitatively and quantitatively. For this purpose, a rubric will be used in which the students will be able to rate both the activities and the usefulness of the knowledge acquired through the seven hours of the workshop. Moreover, the students will be able to express their opinion about the workshop by means of open-ended questions. As mentioned above, this rubric will be completed during the last fifteen minutes of the last hour and it will be an anonymous assessment (Annexe 8, 8A). The use of the rubric has the objective of knowing if this workshop has been really useful for the students, who will have already become familiar with women’s rights and will be the ones to promulgate a good coeducation, not only within the educational system but also in all the acts they perform in their lifetime. 3.11. Conclusions of Chapter 3 This workshop has used the resource of the novella entitled Sultana's Dream in order to call for an egalitarian and coeducational education, in which women do not have to show their frustration of not having freedom or rights through a story, but being able to have the equal access to rights. All activities have been designed so as to discriminate against behaviours that reject or undermine women, since the main aim of this workshop was for the students to be the main motors of change towards a coeducational education, in which there is no discrimination against women. This, in turn, will be reflected in a great change in society, which will promulgate nonsexist values and adopt feminism as one of its main bases. The use of Sultana's Dream has the main purpose of enabling students to find a balance between the reality that exists, in which women are generally below men, and the portrayed society in this story, in which women are the only ones who stand out in all aspects of life. This work has been used because the students in any course of the secondary education have the necessary knowledge to distinguish the sexist behaviours and to be able to find a point of union between what they know and what really happens in our society. Lucía Velado Bullón Universidad de Valladolid 44 Chapter 4: Conclusions and future areas of research 4.1. Study summary Throughout the three chapters of this paper it has been introduced the concept of coeducation, showing the most significant laws at both national and regional levels. In addition, there has been a review of the eight pillars on which the concept of coeducation is based, as well as the elements that are necessary to be able to carry out a good coeducational education, not only at the educational level but in all aspects of life, since coeducation modifies society. Moreover, it has been examined how coeducation can be introduced in foreign language lessons, in this case in English, commenting on the great possibilities that English offers to introduce coeducation in the language classroom. The best example of this is through literature; since, in addition to learning values, language skills will be reinforced. All these factors can be seen in the detailed design of the intervention proposal that has been developed in a high-school with a coeducational workshop.The workshop proposed can be used in all the courses and the hours can be distributed in the way that best fits with the timetable of the centre, since each hour has a different objective although it is interconnected with the others. 4.2. Conclusions The main objective of this work has been to design a proposal for intervention in the area of English language in the field of coeducation. On the one hand, one of the objectives of the work has been to analyze the importance of coeducation in the development of students. To this end, in the theoretical framework, the treatment of coeducation has been analysed in terms of laws that have tried to promulgate it in schools. Therefore, it will be necessary to continue moving towards a true coeducational school, a school that guarantees training and education under equal conditions for both sexes. Regarding the analysis of the possibilities that English provides to put coeducation into practice, it can be concluded that benefits are obtained at the linguistic level and that it creates a learning in values such as respect, tolerance, autonomy, and freedom, which are fundamental to face the social and cultural situations that the students will have to face in their environment. For its part, literature is a very powerful tool and inequalities between sexes can be shown through role reversals, as has been the case with Sultana’s Dream. The author of this book has made a very subtle criticism of the Islamic society through the empowerment of Lucía Velado Bullón Universidad de Valladolid 45 women and the inferiorization of men, to the point that they cannot leave their homes, as it actually happens to women. Taking into account the lack of coverage of coeducation in the secondary and higher education curriculum, an intervention proposal has been designed to work on coeducation. The proposal of intervention, a coeducational workshop, suggests a series of activities which have been planned to promote and work on sex equality, favouring the coexistence in the English classroom and improving the attitudes of the students in front of situations of inequality. As it has been possible to verify through the development of this study, it can be asserted that the general objective of designing an intervention proposal, including the English language, in the field of coeducation has been achieved. 4.3. Future areas for research To conclude this study, future lines of research on the area of coeducation are proposed. On the one hand, it would be interesting if the proposal made were carried out in an educational centre to check its results, such as, the degree of acceptance by the students, variation of the activities, etc. Thus, since these are positive, it would be convenient that coeducation be worked, in first instance in the area of English, as part of the day-to-day methodology within the classroom. On the other hand, the analysis of the real interaction of the students in the development of the English language in relation to coeducation is considered appropriate. In this sense, it would be interesting to know if the students develop their linguistic competence in English appropriately through the methodology used or if it would only be an isolated moment, proper to the moment of the exposition. Moreover, this novel offers many possibilities to be worked on: as a claim for women's rights, as a criticism of the Islamic society, as a presentation of the role of women and men in that society or the need to introduce Islamic women to education, among others. In addition, this workshop can be modified to be carried out in an interdisciplinary way, bringing together other subjects of the curriculum making students not only learn English with this workshop. For example, this workshop could be done by combining the subjects of English and History, since they are given at all levels of schools. By doing this, a review of female historical milestones can be done in English. Finally, due to the lack of documentation found at the time of preparing this study, I propose the creation of an online library. For a better and wider access to coeducational documents, the library should include all the projects, legal bases or coeducational workshops Lucía Velado Bullón Universidad de Valladolid 46 in order to facilitate the introduction of coeducation within education so that it can be easier when looking for a coeducational workshop to start it up at high schools. This online library should be offered by the Council of Castile and Leon and it would be freely accessible but controlled when publishing workshops and related documentation. Furthermore, it would be at the national and international level, so that documentation on this subject written in other languages or even documentation that may only be visible in a given country could be consulted. In conclusion, coeducation is the education that must be implemented and must not be neglected in any aspect. By achieving coeducation within the educational sphere, society will move towards total equality between the sexes, forgetting the supremacies that unfortunately govern our society. So, for this reason, education can be defined as the fundamental pillar that defines each human being. Coeducation is not a part of education nor a style or type of education, but coeducation should be considered to be the standard. We cannot think of education without bearing in mind half of the humankind. Lucía Velado Bullón Universidad de Valladolid 47 Works cited list II PLAN DE COEDUCACIÓN PARA EL SISTEMA EDUCATIVO VASCO, EN EL CAMINO HACIA LA IGUALDAD Y EL BUEN TRATO. (2019). Retrieved 7 May 2020, from https://www.euskadi.eus/contenidos/informacion/dig_publicaciones_innovacion/es_conviven/ adjuntos/coeducacion/92020191c_II_plan_coeducacion_igualdad_y_buen_trato_2019_2013.p df Alberdi, I. (n.d.). Mujer y educación: un largo camino hacia la igualdad de oportunidades. 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Retrieved from https://press.princeton.edu Lucía Velado Bullón Universidad de Valladolid 51 Annexes Annexe 1 1A “COEDUCATION: ENDING SEXISM, STARTING LIBERATION” Lucía Velado Bullón Universidad de Valladolid 52 Lucía Velado Bullón Universidad de Valladolid 59 1C Lucía Velado Bullón Universidad de Valladolid 60 Lucía Velado Bullón Universidad de Valladolid 61 Lucía Velado Bullón Universidad de Valladolid 62 Lucía Velado Bullón Universidad de Valladolid 63 Lucía Velado Bullón Universidad de Valladolid 64 Lucía Velado Bullón Universidad de Valladolid 65 Annexe 2 2A Lucía Velado Bullón Universidad de Valladolid 66 Lucía Velado Bullón Universidad de Valladolid 67 2B Lucía Velado Bullón Universidad de Valladolid 68 Lucía Velado Bullón Universidad de Valladolid 75 3B Lucía Velado Bullón Universidad de Valladolid 76 Annexe 4 4A Photocopies for the students. 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