In the last three articles we talked in depth about the Toolkits created for the European Commission to challenge learners in primary and secondary schools to identify and question gender stereotypes and discover career opportunities in the transport sector.
This created the opportunity to carry out an interview with two of the authors of the Toolkits: Maria Luísa de Bivar Black – historian, teacher, educator and consultant with experience in education for human rights and democracy – and María Pilar Santos Tambo – language teacher in secondary school and university and also manager of a teacher professional development program in Spain.
The interview was hosted by Pascale Mompoint-Gaillard: education consultant, trainer and co-founder of Learn to Change.
On today’s article we talk about some paths suggested by the authors themselves to start using the Toolkits with their students.
From the beginning to the end, the sequencing of the toolsets and activities in this toolkit follows the logic of progression.
At the same time, the toolkits has been designed in a way that allows you to develop your own pathway.
The toolkit provides a context and the contents to pursue specific interests. You may pick and choose material according to your own needs and inspiration.
As you browse through the toolsets and the learning activities, you might do so asking yourself the three why questions to make your own selection.
The Toolkit also offers suggested pathways to the learning activities according to specific learning goals, which are clearly specified under each pathway. These pathways vary in length and complete different learning aims and relevant sequences. It is possible to follow one or several of the recommended pathways.
The learning activities follow an internal coherence that will guide you in your progression along the three main concepts explored (i.e. gender stereotypes, work and transport).
However, for ease of use, there are eight suggested pathways varying in length, which can be completed to answer the specific interests listed below.
The purpose of the suggested pathways is to offer a flexible approach for teachers to adapt the learning activities to the needs of their particular context.
Use this pathway to raise learners’ awareness about existing gender stereotypes.
This pathway allows learners to observe the reality around them and to better understand other people from the perspective of gender equality.
This pathways aims to stimulate learners’ interest in science, technology, engineering and maths (STEM).
This pathway offers differentiated learning, providing for diverse thinking and learning styles.
This short pathway allows learners to adopt different viewpoints and develop their capacity for empathy.
Explore the importance of work in our way of living and analyse whether women are equally represented in all professional areas.
Through this pathway you can explore the prominent role that transport plays in different, sometimes unsuspected, aspects of our lives.
Use this pathway to follow the full progression along the three aspects developed in the toolkit: gender stereotypes, work and transport.
In this article we answer some questions regarding the decision to transform Learn to Change from an association to a collective.
In this article, we talk about what we mean by Collective – the new form chosen by L2C – and how you can join it.
Learn to Change’s members held a General Assembly in fall 2022, in which the decision was taken to transform the association into a less formal, and more agile entity. Therefore, we will change status, going from an ‘organization’ to a less formal entity that we name “The collective”
If you feel you are committed to the vision and mission of the association, then your place is here.
We are sure that becoming a member will benefit you in many ways. Read the product description for more details or click sign up now.
