Gender Equality and Inclusion in Schools

• Diversity and Inclusion in school settings: critical examination of diversity, with reference to the different grounds of discrimination (gender, age, disability, sexual orientation, ethnicity, religion) in connection with teachers’ perception, to start identifying and recognising stereotypes and prejudices in education, starting from the personal experience as teachers. Through self and group reflection participants will first reinforce their capacity to identify and recognise stereotypes and their impact at both individual and organisational level; then will be able to start designing appropriate measures to overcome inequalities in the education settings, in view of building a more inclusive environment.
• Gender equality matters in guidance and education: research shows that gender stereotypes and bias can predict how students can succeed both at school and in their career. Schools are thus required to full invest on unlocking students’ potential despite gender stereotypes and other form of discrimination, based on ethnicity, abilities, religion, etc. Participants will practice gender equal skills in strategic education process, such as career guidance (both when prospect students choose the school and when they choose university or access labour market), teaching and students’ assessment, including during interviews and guidance interviews, in written and oral communication, in the assessment process, etc.
• Inclusive language and practices in school: participants will consult and compare a variety of guidelines and ready-to-use resources on gender sensitive and, in general, inclusive language so as to reflect on their communication skills and styles. In addition, they will learn how to teach students the importance of acquiring and practicing inclusive language to prevent bullying and cyberbullying events that are increasingly characterising the school environment.
• Gendered Disinformation: Examine the intersection of gender and disinformation. Discuss how gender stereotypes can contribute to the spread of harmful narratives, especially in digital environments and through social media, thus allowing teachers to actively work to raise students’ awareness on the risks and potential negative impacts that gender disinformation, misogyny, hate speech addressing women and girls can determine on students’ well-being and online safety.
• Practical Group Sessions: Engage in hands-on sessions to explore tools and methods, including serious games, videos and other innovative approaches to design and develop gender equal teaching activities, also with reference to the online environment and the social media particularly. Work collaboratively with other teachers to create engaging and effective learning experiences.
• Perugia and its local context: Visit the historic city of Perugia to explore its cultural heritage and see how it is enhanced by digital experiences, unveiling their educational potential. Connect with local educators and organisations to exchange good practices and gain insights into the challenges and opportunities of gender equality in the region.

The methodological approach of the course is intended to be practical and cooperative, in order to promote peer learning, transferability into everyday practice and effectiveness. Learning by doing, group work, study cases and best practices’ exchange will also be fostered.
Assessment will be carried out at the end of every training day and at the end of the course, in order to tailor the learning experience to the participants’ needs, attitudes and competences. Pre- and post- evaluation of the participants will be conducted as well, so as to measure the course’s efficacy.

Thanks to this course the participants will be able to:

• Identify, recognise and (re)act towards gender stereotypes and discrimination in the school context and at societal level.
• Define a set of skills needed by the teachers to teach and advocate for gender equality and diversity in school.
• Craft lesson plans on gender equality and design and test such skills through the different key processes teachers are involved in, meaning career guidance, interviewing students, students’ assessment
• Utilize inclusive and gender-sensitive practices and language to ensure gender equity is reflected in lesson plans and guidance and students’ processes.
• Exchange experiences and best practices in a multicultural environment with European participants and staff.
• Learn and cooperate in an international context, also improving English communication and teamwork skills.
• Get to know and make contacts with European colleagues and organisations thanks to team building and networking activities.

After completing the course, participants will receive a certificate of attendance and the Europass Mobility Certificate. These documents are in line with the Quality standards for courses under Key Action 1 (learning mobility of individuals) and include a description of the course together with its learning outcomes, dates and learning time, name of the course provider and instructor(s).