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Gender-separate education in Spain: reflections on educational rights and freedoms from a constitutional and human-rights perspective

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2021-06-30
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Universidad Pablo de Olavide
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Gender-separate education, understood as a pedagogical model that provides separate schooling for boys and girls, has been subject to legal and public scrutiny for the past thirty years. Nonetheless, it has not been until 2018 that this educational option was put into the spotlight, especially regarding its constitutionality and compatibility with arts. 1.1, 9.2 and 14 of the Spanish Constitution, which constitute a manifestation of the principles of equality and non-discrimination, while at the same time trying to balance it with art. 27 of said constitutional text, with respect to the right to education and freedom to choose and create educational centers. Against this backdrop, the present paper reviews the constitutional state of play and makes further reflections from a rights-based perspective and taking into account the cultural pluralism that characterizes contemporary societies.
La educación diferenciada por sexos, entendida como un modelo pedagógico que escolariza por separado a niños y niñas, ha sido objeto decontroversia pública jurídica en los últimos treinta años. No obstante, no ha sido hasta 2018 cuando esta opción educativa se ha puesto en el punto de mira, especialmente en lo que respecta a su constitucionalidad y compatibilidad con los arts. 1.1, 9.2 y 14 de la Constitución española, que constituyen una manifestación de los principios de igualdad y no discriminación, ysu conciliación conel art. 27 del mismo texto constitucional, en relación con el derecho a la educación y las libertades de los padres y centros educativos. Con este telón de fondo, este artículo revisa el estado de la cuestión constitucional y ofrece reflexiones adicionales desde una perspectiva basada en los derechos y tomando en consideración el pluralismo cultural que caracteriza las sociedades contemporáneas
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Lex social: revista de los derechos sociales, ISSN-e 2174-6419, Vol. 11, Nº. 2, 2021, págs. 289-352
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