Acercando las voces feministas de Sylvia Plath y Virginia Woolf a la Educación Secundaria Obligatoria y Bachillerato

Abstract

This research shows how the gender perspective can be introduced into Compulsory Secondary Education and Baccalaureate by focusing on the work of two Anglo-Saxon women writers considered to be bastions of feminism: Virginia Woolf (1882-1941) and Sylvia Plath (1932-1963). The research design follows a methodology known as Design-Based Research (de Benito Crosetti y Salinas Ibáñez 2016) which offers as a product a reading guide in the form of a literary constellation (Jover 2009, Garvis 2015) that includes the following selection of English-language adaptations for young people: Mrs Dalloway (1925), To the Lighthouse (1927), A Room of One’s Own (1929), Three Women (1962), The Bell Jar (1963) and Ariel (1965). The value of this research lies in showing the feasibility of bringing Woolf’s and Plath’s literary production closer to young audiences, presenting teaching material in English that is accessible and adapted to their language level. The reading of these works contributes to raising students’ awareness and developing a critical awareness of the gender perspective.