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dc.contributor.authorArdiles, Tebi
dc.contributor.authorBravo González, Paulina
dc.contributor.authorGonzález Weil, Corina
dc.date.accessioned2024-12-27T14:00:17Z
dc.date.available2024-12-27T14:00:17Z
dc.date.issued2023
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/5814
dc.description.abstractIn 2021, one of this paper’s authors conducted research to obtain a master’s degree, while the other two worked as supervisors. The thesis aimed to explore the visions of pre-service biology teachers and teacher educators regarding sex education and gender diversities, recognising the relationship between those subjects and their possible tensions. In the thesis production cycle, there was an attempt to decolonise sex education in pre-service teacher education, a process of decolonising the context of academic supervision happened too. This paper illustrates the research process’ particularities, especially how queering [enfletando] the supervision process incorporated decolonial cracks through fleta reflexivity.es_CL
dc.language.isoenes_CL
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
dc.sourceBritish Journal of Sociology of Education, 44(8), 1321-1340es_CL
dc.subjectMaster’s supervisiones_CL
dc.subjectDecolonial crackses_CL
dc.subjectFleta reflexivityes_CL
dc.titleDecolonising master’s supervision by queering/enfletando the process: opening decolonial cracks through fleta reflexivityes_CL
dc.typeArticlees_CL
dc.ucm.facultadFacultad de Ciencias Básicases_CL
dc.ucm.indexacionScopuses_CL
dc.ucm.indexacionIsies_CL
dc.ucm.uritandfonline.ucm.elogim.com/doi/full/10.1080/01425692.2023.2240527es_CL
dc.ucm.doidoi.org/10.1080/01425692.2023.2240527es_CL


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Atribución-NoComercial-SinDerivadas 3.0 Chile
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