Women in the Middle Ages: comparative analysis of their representation in textbooks and knowledge books

This research analyzes textbooks (TB) and knowledge books (KB) in their textual and iconographic parameters in order to determine, from a comparative perspective, what treatment they provide to women's history when teaching the Middle Ages. The sample consists of four TB and four KB (n=8) dedicated to teach the Middle Ages. Following the sociocritical paradigm and the methodological principles of Comparative Pedagogy, both curricular formats are analyzed to discover similarities and differences that can guide improvements within the educational practice. For this purpose, a procedure organized in phases is used in order to ensure its replicability. The results obtained point out the existence of excluding and androcentric perspectives by means of the underrepresentation of women, as well as the presence of stereotyped and erroneous conceptions, both in the texts and in the images. These data are used to design a proposal based on the main historiographical advances on medieval women, that could be included as contents in the TB and KB, to effectively include medieval women in history teaching.