Author: Thomas Jerome Baker, MA TEFL, Universidad Andrés Bello, Doctoral Student (Applied Didactics in Education), Universidad Americana de Europa, Cancún, Mexico, Amazon Author and Past-President 2010-2011, TESOL Chile Open Researcher and Contributor ID: 0000-0003-4215-844X
Abstract
This essay critically examines the social construction of masculinity in contemporary Chile from a feminist, post-structural, gender equity perspective. It contrasts societal expectations of masculine and feminine characteristics and explores the implications for non-sexist education mandated by the recently passed Law for the Prevention, Sanction, and Elimination of Violence Against Women Based on Gender.
The discussion extends to how educational institutions must adapt to this legislative change, updating protocols, regulations, and pedagogy to foster a non-sexist education environment.
The article concludes with recommendations for advancing non-sexist education in Chilean schools, emphasizing the importance of deconstructing traditional gender norms and promoting gender equity.
Introduction
Masculinity in Chile, as in many other societies, is a social construct deeply embedded within cultural, historical, and political contexts. Traditional Chilean masculinity is often characterized by attributes such as strength, stoicism, and dominance, juxtaposed with feminine characteristics of nurturing, passivity, and subordination.
These constructs perpetuate gender inequalities and shape societal expectations that reinforce the patriarchal status quo. The recent enactment of the Law for the Prevention, Sanction, and Elimination of Violence Against Women Based on Gender marks a significant step towards addressing gender-based violence and promoting gender equity.
This legislation also poses new challenges and opportunities for educational institutions tasked with implementing non-sexist education.
Social Construction of Masculinity in Chile
Masculinity in Chile has been shaped by a complex interplay of factors, including the country’s colonial history, religious influences, and socio-economic dynamics.
Traditional Chilean masculinity, often referred to as “machismo,” emphasizes traits such as physical strength, emotional restraint, and authority.
Men are expected to be providers and protectors, roles that reinforce their dominance within both the public and private spheres.
The construction of masculinity is reinforced through various social institutions, including the family, media, and educational systems. From a young age, boys are socialized into these gender norms through interactions with family members, peers, and educators.
This socialization process perpetuates a binary understanding of gender, where masculinity is associated with power and femininity with subservience.
Contrasting Gender Characteristics: Masculinity vs. Femininity
In Chilean society, masculine and feminine characteristics are often viewed as oppositional. Masculinity is linked to traits such as assertiveness, independence, and rationality, while femininity is associated with empathy, dependence, and emotionality.
These dichotomous constructions limit the expression of gender identities and reinforce hierarchical gender relations.
The expectation that men embody certain masculine traits leads to the marginalization of those who do not conform. For instance, men who display emotional vulnerability or engage in caregiving roles may be stigmatized.
Similarly, women who exhibit assertiveness or pursue careers traditionally dominated by men may face resistance and discrimination.
These rigid gender norms not only constrain individual identities but also perpetuate systemic gender inequalities.
Impact of the New Gender Violence Law on Societal Expectations
The recently enacted Law for the Prevention, Sanction, and Elimination of Violence Against Women Based on Gender represents a significant shift in Chilean legal and social frameworks.
The law aims to address and prevent gender-based violence by establishing comprehensive measures for protection, support, and justice for victims.
It also seeks to challenge the underlying cultural norms that perpetuate such violence.
One of the key aspects of this law is its emphasis on transforming societal attitudes towards gender and violence.
By recognizing gender-based violence as a systemic issue rooted in patriarchal structures, the law calls for a reevaluation of traditional gender norms.
This legislative change necessitates a critical examination of how masculinity is constructed and the ways in which it contributes to gender-based violence.
Educational Institutions and Non-Sexist Education
Educational institutions play a crucial role in shaping gender norms and promoting gender equity.
In light of the new law, schools must undertake significant reforms to ensure compliance and foster a non-sexist education environment.
This involves updating school rules and regulations, protocols, and pedagogy to reflect the principles of gender equity and non-discrimination.
Updating School Rules and Regulations
To comply with the new legislation, schools must revise their rules and regulations to explicitly address gender-based violence and discrimination.
This includes developing clear policies for preventing and responding to incidents of gender-based violence, providing support for victims, and promoting a safe and inclusive school environment.
Schools should also implement training programs for educators and staff to ensure they are equipped to handle gender-based violence and discrimination effectively.
Transforming Pedagogy
A key component of fostering non-sexist education is transforming pedagogical approaches to challenge traditional gender norms and promote gender equity.
This involves integrating gender studies into the curriculum, encouraging critical discussions about gender and power, and promoting diverse representations of gender identities and roles.
Educators must adopt teaching methods that challenge binary understandings of gender and create space for students to explore and express their gender identities freely.
Promoting Gender Equity in School Culture
Beyond curriculum and policies, schools must work to create a culture of gender equity that permeates all aspects of school life.
This includes promoting equal opportunities for all students, regardless of gender, in academic, extracurricular, and leadership activities.
Schools should also foster a supportive and inclusive environment where students feel safe to express their identities and challenge gender norms.
Recommendations for Advancing Non-Sexist Education
- Comprehensive Training for Educators: Schools should provide ongoing training for educators on gender equity, non-discrimination, and strategies for fostering a non-sexist education environment. This training should equip educators with the knowledge and skills to challenge traditional gender norms and support students in exploring diverse gender identities.
- Curriculum Reform: Schools should integrate gender studies into the curriculum at all levels of education. This includes incorporating discussions of gender, power, and equity into subjects such as history, literature, and social studies. Curriculum reform should also prioritize the representation of diverse gender identities and roles.
- Student Engagement: Schools should actively engage students in discussions about gender and equity. This can be achieved through student-led initiatives, gender equity clubs, and inclusive extracurricular activities. Encouraging student participation in these efforts helps to create a culture of inclusivity and respect.
- Community Involvement: Schools should collaborate with parents, community organizations, and local authorities to promote gender equity and non-sexist education. Engaging the wider community in these efforts helps to reinforce the importance of gender equity and create a supportive environment for students.
- Monitoring and Evaluation: Schools should establish mechanisms for monitoring and evaluating the effectiveness of their efforts to promote gender equity and non-sexist education. This includes collecting data on incidents of gender-based violence and discrimination, as well as assessing the impact of curriculum and policy changes on students’ attitudes and behaviors.
Conclusion
The construction of masculinity in Chile is deeply entrenched in cultural, historical, and social contexts that perpetuate gender inequalities. The recent Law for the Prevention, Sanction, and Elimination of Violence Against Women Based on Gender marks a significant step towards addressing these inequalities and promoting gender equity.
Educational institutions play a critical role in this process by fostering non-sexist education and challenging traditional gender norms. Through comprehensive reforms to school policies, curriculum, and culture, schools can create an environment that supports gender equity and empowers all students to explore and express their identities freely.
Finally, by advancing non-sexist education, Chile can move towards a more inclusive and equitable society for all.
References
- Baker, T. (2023). Sexism and gender bias in the chilean sixth grade English textbook. [Unpublished MA Thesis, Universidad Andrés Bello, Santiago, Chile.]
- Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. Routledge.
- Connell, R. W. (2005). Masculinities. University of California Press.
- Ministerio de la Mujer y la Equidad de Género, Chile. (2024). Ley 21.153 para la Prevención, Sanción y Erradicación de la Violencia Contra las Mujeres.
- Segato, R. (2016). La Guerra Contra Las Mujeres. Traficantes de Sueños.
- UNESCO. (2019). Gender Equality: Heritage and Creativity. UNESCO Publishing.
This essay provides a comprehensive examination of masculinity in Chile, the impact of new legislation on gender norms, and the role of educational institutions in promoting non-sexist education. By implementing the recommendations outlined, Chilean schools can create a more inclusive and equitable environment for all students.
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