The generational footprint of the female teachers in Extremadura (1958-2018)

Abstract

After the socio-political advances in favor of gender equality, there are still men and women performing different roles, conditioned by patriarchal values in Spain. Such circumstances spread all areas of society, including the educational context. This article shows the results of a research about the historical evolution of the teaching practice of four generations of women from 1958 to 2018 in Extremadura. Both gender and generational perspectives were the focal points of this retrospective analysis based on the biographies of five women teachers, throughout sixty years of changes in Extremadura society. As a space-time research strategy, it is approached from the conception of the generational trace, which deepens in the processes of knowledge, skills and attitudes transfer between the different generations of teachers in the Extremadura school organizations, materialized in teaching activity.