Western societies often operate within binary classifications, placing concepts in opposition, such as good/bad or male/female (Crawley et al.,
2008). This classification results in hierarchical structures that privilege
the dominant identity—in this case, the male perspective, although transversally, many more as well—resulting in the marginalisation of those
who do not fit within these categories (Bergara et al., 2010). This marginalisation is not only evident in personal interactions but also in larger societal structures, such as educational systems, where these gendered assumptions are often reinforced through language and curriculum.
