Teachers’ strategies in the implementation of equality plans

Abstract

This paper presents the discourse strategies that teachers use in order to negotiate and interpret the application of the First Plan for Equality between Men and Women in Education. For that, we use a qualitative methodology based on applying focus groups. The study sample is composed by 31 female teachers and 4 male teachers from different Secondary Education Schools of Andalusia, who participated in five discussion groups where the subject of the Plan for Equal Opportunities between Men and Women in Education was debated. The results show that the teachers use a wide range of discourse strategies such as the claim, where actions are narrated and opinions are formulated without any justification, and the affirmation-justification that explain acts or opinions theoretically justified. The choice of one or the other reveals which ones are considered most valued by teachers to construct and negotiate meanings about gender equality in school settings following the implementation of new policies and educational measures to promote equality.