Appendix A: Thinking The Gender/Genre Project Questionnaire

Appendix A collects the project questionnaire’s data about the review of the literary canon carried out to the students who have participated in the teaching innovation project "Thinking the gender: review of the canon through Fantastic Narratives of Women Writers" (EV1165). It has been developed at the University of Alcalá with the collaboration of the Autonomous University of Barcelona and the University of Turin during the 2020-2021 academic year. We have used part of the information obtained in this survey in the article “Blended Learning and Reverse Reading Methologies in the Literature Classroom (Reviewing the Canon Through Fantastic Narratives by Women Writers)".

Article Summary: This article reports on the results of the educational innovation project “Thinking Gender/Genre: A Review of the Canon through the Fantastic Narratives of Women Writers”. Its main aim is to revise the Hispanic literary canon from two perspectives: the feminist one and the questioning of the hegemonic literary genres (Fantastic genres vs Realism). The activities have developed via Blended Learning, a combination of virtual platforms with classroom sessions. The Reverse Reading Technique has enabled students to reinterpret canonical text (written by men) in the light of other “peripheral” texts (fantastic narratives written by women). Ultimately, the project intends to “feminise” the canon of works read in the Literary Studies classroom, considering the low presence of women writers in the literary curriculum, and connecting students with the creation of living women authors through such a stimulating and motivating genre as the Fantastic. The evaluation of the project reinforces the initial hypothesis and confirms the lack of critical thinking in higher education regarding the shaping of the literary canon and the ongoing processes of construction and transmission of Literary History.

附录A汇集了关于文学经典审查的项目问卷调查数据，该审查针对参与教学创新项目“思考性别：通过女性作家的奇幻叙事来审视经典”（EV1165）的学生进行。该数据集由阿尔卡拉大学开发，并与巴塞罗那自治大学及都灵大学在2020-2021学年度合作完成。我们已将调查中获得的部分信息用于撰写文章《文学课堂中的混合式学习与逆向阅读法：通过女性作家的奇幻叙事审视经典》。

文章摘要：本文报道了教育创新项目“思考性别/体裁：通过女性作家的奇幻叙事审视经典”的结果。其主要目的是从两个角度修订西班牙语文学经典：女性主义视角和对霸权文学体裁的质疑（奇幻体裁与现实主义）。活动通过混合式学习的方式进行，即虚拟平台与课堂授课的结合。逆向阅读技巧使学生能够根据其他“边缘”文本（女性作家撰写的奇幻叙事）重新诠释经典文本（男性作家所著）。最终，该项目旨在通过这种富有启发性和激励性的体裁——奇幻，使文学研究课堂中阅读的作品经典“女性化”，考虑到女性作家在文学课程中的低存在率，并将学生与当代女性作家创作相连接。项目的评估加强了初始假设，并确认了高等教育在塑造文学经典和文学史构建与传承过程中的批判性思维的缺乏。