Miopía de género y pensamiento crítico en el grado de Traducción e Interpretaciónpercepciones del alumnado e implicaciones curriculares

Laburpena

This paper addresses the need to foster critical thinking skills through a gender perspective in the Translation and Interpretation curricula in Spain. Taking as an example the degree in Translation and Interlinguistic Mediation at the University of Valencia, the need to address translation education taking into account the gender bias present in texts, discourses and professional assignments of future translation graduates is examined. Through the VOICED innovation project, a classroom experience is presented focusing on the development of gen-der awareness in the translation classroom. The project addresses translators’ self-concept and enhances their ability to make conscious decisions about the linguistic and discursive strategies that may, or may not, perpetuate power asymmetries in society. The results of the project and the students’ perceptions are also presented, which show both the poor educa-tion they have received so far in the field of gender and their willingness to incorporate a gender perspective into translation education.