Inclusive education depends on the transformation of gender relations, which necessarily includes involving men in care. A project in Guatemala and Honduras on inclusive pedagogy with a gender perspective works on masculinities and opens up more spaces for men to become involved in care and early childhood education.
In communities in Alta Verapaz, Guatemala, and in municipalities such as Danlí and Yuscarán, Honduras, the project has worked directly with teachers, families, community leaders, and children. Experience shows that the most effective approach has not been theoretical discourse on gender equality but acknowledging men’s roles in family and community life. Rather than imposing change, the focus has remained on the exchange of experiences and mutual recognition.
This work is not limited to adults. It also means working with boys from early childhood to expand their sense of identity and shift how they express their feelings. Through play, creative activities and everyday interaction, boys are encouraged to develop skills linked to care, empathy, and emotional expression.