Despite repeated attempts to implement gender education in schools, numerous forms of resistance still persist, maintaining the current gender order, especially in Italy. Thus, in this paper, the authors focus on the practices of resistance opposed to gender education in kindergarten.
This study takes a qualitative approach, and data collection was conducted using ethnographic observations, a focus group and an in-depth interview. The authors used critical discourse analysis (cf: Fairclough's three-dimensional model).
As per our findings, teachers' resistance is attributed to “hegemonic masculinity” and “essentialism”. In the case of “hegemonic masculinity”, the discourses emphasise that male feminisation is a threat and female masculinisation is harmless. On the “essentialist” side, teachers' discourses focus on the segregation of genders that justify naturalised gender differences.
This study emphasises the need for specific training for figures as important and authoritative as teachers. In addition to the training of teachers who currently work in kindergarten, it is also necessary to address the issue at the institutional level, adding to the university courses the teaching of specific subjects related to gender.
This paper offers causes for reflection on a profession that has profound implications in our society and about the power of resistance to implementing gender education. The implications are discussed.
Different data sources are used simultaneously to disclose discursive practices of resistance to gender education in Italy.
