Controversies around educational projects for gender equality in Italy
This study explores the controversial arguments that took place around the “teoria del gender” and its perceived impact on education in Italy, particularly between 2013 and 2016.
An investigation of newspaper articles, media campaigns and declarations of Catholic Church representatives shows how the “anti-gender” movements have influenced public opinion to oppose gender equality and sexuality education in schools. Through an analysis of educational projects in the municipality of Cagliari, th...
Note de l’éditeur
This research was awarded the University of Geneva 2018 Gender Prize.
Cette recherche a reçu le Prix Genre 2018 de l’Université de Genève.
Éditeur : Éditions Interroger l’éducation
Lieu d’édition : Genève
Publication sur OpenEdition Books : 21 juin 2022
ISBN numérique : 978-2-940655-15-1
DOI : 10.4000/books.eie.1012
Collection : Cahiers de la Section des sciences de l’éducation | 141
Année d’édition : 2019
ISBN (Édition imprimée) : 978-2-940195-92-3
Nombre de pages : 272
Isabelle Collet
Préface
This study explores the controversial arguments that took place around the “teoria del gender” and its perceived impact on education in Italy, particularly between 2013 and 2016.
An investigation of newspaper articles, media campaigns and declarations of Catholic Church representatives shows how the “anti-gender” movements have influenced public opinion to oppose gender equality and sexuality education in schools. Through an analysis of educational projects in the municipality of Cagliari, the author highlights the main obstacles the actors of these projects had to face: a widespread lack of awareness on gender equality issues; contrasting political dynamics and interests; strong misinformation campaigns led by a mostly Catholic opposition.
This study intends to provide a foundation for further research and for the development of new strategies to respond to these challenges. Education is here understood as a fundamental means to achieve gender equality, because of its potential for the deconstruction of traditional gender norms and for the development of critical thinking.
After her undergraduate studies in International Relations and Human Rights at the University of St Andrews, Ludovica Anedda obtained her Master degree in Educational Sciences “Analysis and Intervention in Educational Systems” (AISE) at the University of Geneva. She currently works as a consultant for European institutions and agencies on gender equality and education policies.

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