Avances y resistencias en la introducción de la perspectiva de género en el aula de traducción. Una experiencia docente

Abstract

The aim of this paper is to present the improvements and resistances in the introduction of the gender perspective in the translation class. Specifically, the paper deals with the results of a teaching experience with a gender perspective, undertaken in the translation class (Italian-Spanish). It is part of a teaching innovation project geared to carrying out a pilot study on introducing a gender dimension into a number of subjects of the Universitat Autónoma de Barcelona’s Translation and Interpreting degree program, through different learning objectives and learning outcomes specifically related to gender competence. The purpose of developing gender competence in the translation classroom is to stimulate critical thinking in students, providing them with new tools to recognize stereotypes, norms and social gender roles present in the starting texts, so that students learn to problematize socialization patterns and to develop skills and strategies that allow them to translate with a feminist conscience and ethics. The development of these skills often depends on the academic context and the attitude of teachers and students towards the gender dimension. Thus, the article presents: the main resistance of teachers and students to the introduction of the gender dimension in the translation class; the subject of translation and the learning objectives related to gender competence: the description of the teaching experience; the results obtained through the analysis of the translations and the questionnaires completed by the students, and the conclusions.