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Within the framework of the Jaume Vicens Vives Prize, the Women and Science Commission of the Interuniversity Council of Catalonia has created the M. Encarna Sanahuja Yll Prize, to recognise introducing the gender perspective into university teaching.

The winners will receive the equivalent of the Jaume Vicens Vives prize. The prize will be awarded to innovative teaching projects regarding the gender perspective or ones that improve it. In 2019, the prize was 20,000 euros .

The two projects awarded the M. Encarna Sanahuja Yll Prize the first time it was given were:

  • Minor in Gender Studies at the Autonomous University of Barcelona (UAB). The prize was awarded to this innovative and pioneering interfaculty course offered to students of all levels, that looks at gender from various different disciplines. The jury applauded the way that the study plans of the different degrees offered by the university foster social transformation and make a real impact, contributing to overcoming resistance to the gender perspective in teaching and to extending the option of taking gender studies. It also praises the increasing numbers of students on each degree course who now have the tools and skills to carry out research work in this area.
  • '#WithPerspective: Introducing the gender perspective into undergraduate teaching': a project carried out at Pompeu Fabra University (UPF). The prize recognizes the contribution of this project to a wholescale transformation carried out at the UPF: the creation of new degree subjects specialized in gender, the minor in Gender Studies, the incorporation of the gender perspective in the content of the curriculum and teaching methodologies used, the increase in the proportion of female authors studied in the subjects, as well as the push to include a transversal use of the gender perspective.

Read the award ceremony press release here.

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  • The professional aspects of the discipline: historical aspects of women's access to specific disciplines, aspects related to the horizontal segregation of studies and professional pathways, and, in general, aspects that underline and analyse the historically biased androcentric gender construct in the discipline itself and its professional culture.

 

  • The contributions made by women to the knowledge generated in the discipline: this includes recognising and highlighting of the work of women in the field, the biographies and bibliographies of female researchers and female pioneers in the academic world, as well as the biographical dimensions of knowledge.

 

  • The production and use of the discipline's research results: including the gender perspective in subjects that teach how research should be carried out; distinguishing the effects of sex and gender variables in both theoretical and in empirical analyses, so that data is produced, collected and interpreted in a gender-sensitive manner; and using and creating qualitative and quantitative indicators to better understand gender inequalities.

 

  • Competences and content in terms of gender: increasing and improving the teaching staff's tools for applying the gender perspective to their respective subjects, through either producing new content and new teaching resources or revising existing material and techniques.

 

  • Teaching methodologies: developing teaching methodologies that have a gender perspective. These should implement strategies to encourage women to participate in classrooms, as well as fostering egalitarian gender relations and reviewing assessment methodologies to avoid gender bias. This includes the use of inclusive and non-sexist language that avoids reproducing gender stereotypes.