Are women present in history classes? Conceptions of primary and secondary feminist teachers about how to teach women's history

This research investigates the conceptions of primary and secondary feminist teachers about how to teach women's history in the north of Spain. Eighty-eight teachers were asked to describe a teaching proposal for implementing women's history in their classrooms, and the content was analysed using the Reinert method. Our findings reveal a set of issues that may be of interest to address in history classes, as well as some ways in which teachers could introduce women's history in their lessons. We conclude that only teachers who defined themselves as absolutely or very feminist tend to offer teaching proposals with a critical and transformative viewpoint, following an optimal vision of women's history without any androcentric bias.