GENDER AND EDUCATION4 (original) (raw)
Objective The participants will have gender sensitivity and aware of gender issues in educational process and look forward to helping eliminate them. Ultimate Goal The full development of human potential Conceptual Definition Sex is the actual, non-interchangeable difference between women and men.
International Review of Education, 2009
Gender is a term that has been widely used in linguistics to designate a noun as masculine, feminine or neuter, but since the 1950s it has been used by academicians and has been ascribed additional meanings. While psychologist was among the first to use ''gender'' to distinguish manliness and womanliness, it is the publication of Ann Oakley's essay ' 'Sex, Gender and Society'' in 1972 (see Oakley 1997) that signalled the moment that it became a core concept in feminist studies. Soon after, but not without difficulties and debate, ''gender'' began to be employed regularly among social scientists and in everyday conversations. Since then, thousands of articles, books and conferences have been dedicated to analysing the relationship between gender and education, and yet it seems that, more than 60 years since Simone de Beauvoir proclaimed in the Second Sex (1973: 301) that ''One is not born a woman, but becomes one'', discussions and debates on the topic remain ambiguous and confusing. Gender is frequently used in place of ''sex'', or as an indication of an interest in ''women's'' issues, or of concerns with sexualities, femininities and masculinities. Among educational researchers and practitioners working in universities, international institutions and local school districts there appears to have developed a general practice of using ''sex'' to refer to biological distinctions between women and men, reserving ''gender'' for the cultural and social aspects of the biological category of ''sex''. However, even this seemingly simple and general distinction remains problematic for some researchers. 1 Hence, in no way do we want to suggest that this recognition was an easy process that developed ''naturally''. On the contrary, the fact that there are still wide disagreements on the meaning and uses of the concept is a clear indication of the challenges and difficulties in addressing gender/sex differences. 2 What we want to highlight here is that discourses about gender need to be understood within the scientific paradigms that framed them and, as such, are not detached from ideological conflicts and social relations, or developed in a historical vacuum. What is designated under the category of gender or what is considered a gender issue in education is not a straightforward reflection of the economic, social, political, cultural, racial and religious dynamics conditioning the educational experiences of men and women,
This course is designed for an interdisciplinary student body of students interested in critically reflecting on their own schooling experiences and the relationship between education and social inequality. It can be modified depending on the level of background knowledge that students bring to the course and their interests. I begin the course with an exploration of gender and education issues in the international development context as a way of establishing student understandings of themselves as both outsiders and insiders in the production of knowledge about gender and education, particularly as policies produced in the US are making their way into more international development contexts.
Gender and Education: A Review of Issues for Social Policy
2002
UNRISD welcomes such applications. The designations employed in UNRISD publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of UNRISD concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The responsibility for opinions expressed rests solely with the author(s), and publication does not constitute endorsement by UNRISD.
Gender and the Philosophy of Education
2018
Discussion of the philosophy of education in relation to gender in the West originated in debates about the role and content of girls’ education. These debates were both elucidated and complicated by the introduction of the term ‘gender’ and its takeup within education research. While the emergence of gender as a conceptual framing for this work has allowed researchers to focus away from biological explanations and consider how schools might intervene to help students make less stereotyped choices, it has also reinforced the lack of focus on the body that is a feature of much of school life. Subsequent research has taken a mainly sociological approach, focused most recently on gender expression, sexism, issues of identity, particularly trans issues, and sexual and gender violence.
The Concept of Gender and Related Theoretical Framework
2022
Considering the fact that society treats women and men differently by assigning different characteristics, roles and responsibilities, the increasing number of studies on the causes of these differences has drawn attention to the concepts of "sex" and "gender". The concept of gender can be named as the stereotypes, judgments and prejudices acquired by the individual regarding gender during the socialization process, unlike the biological sex of the person. Gender is a socio-cultural phenomenon that emerges with the socialization process of the individual. The concept of gender is used to express the qualities built within the complex social relations network, the meanings attributed to femininity and masculinity, and the behaviors expected from them, apart from the concept of gender, which denotes the biological characteristics that define men and women. In this study, sex, gender roles, Gender equality/ Gender inequality and related theoretical approaches will be discussed in order to better understand the concept of gender.
A Conceptual Study on Pedagogical Formation Students: Gender
Universal Journal of Educational Research
While the biological differences accepted by the individuals themselves are seen as sex differences, at the point of socializing the society culture, the differences in the ways of behavior, emotion, and role which are taught are seen as 'acceptable' according to the sex are seen as gender role differences. This study aimed to investigate the pedagogical formation students' attributions towards gender concept and to determine the definitions oriented to the 'gender' regarding sex. The study was designed in the frame of qualitative research. The study group consisted of 156 participants. As data collection instruments, semi-structured interview form was used and the data evaluated with content analysis. Findings indicated that for both male and female participants the themes like 'work/mother/father', 'traditions' and 'male superiority' came into prominence. For female participants, it went in turn as 'stress/violence' and 'insignificance' themes; for male participants it followed as 'discrimination', 'inequality', 'stress/violence' and 'insignificance' themes.
Gender refers to the cultural ideas that normatively order images and expectations on the basis of socially defined masculinity and feminity. Gender plays a pivotal role in the ordering of the society through various forms of gendering, refashioning of structures of patriarchy, contestation over gender roles and struggle over sexuality and its use as an identity marker for the collective. As Judith Lorber puts it, gender is "a process of social construction, a system of social stratification and an institution that structures every aspect of our lives because of its embedment in the family, the workplace, and the state as well as in sexuality, language and culture." 1 Social identification of sexes is important primarily because it reflects how a society construes and constructs sex and gender. Gender relations and the meaning of gender identity change in accordance with changes in access of men and women to various social resources. Gender, as Butler has argued is neither an essence nor an objective, external ideal to accomplish; it is, rather performative that is, created by the very acts of gender. Gender is a construction that regularly conceals its genesis. 2 Because of its contingent, relational nature, gender is not always acted out consistently; socially acceptable gender identity is never fully attained. Socially defined gender denotes power as central to making gender relations and identities. Power operates through multiple mechanisms and is never completely unidirectional. 3 In interaction between the sexes the power is often negotiated through the articulation of specific gender definitions.
Unesco Bangkok, 2005
The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries. APL/05/RS/76-250 A qualitative research manual for education practitioners and gender focal points The 2000 Education for All (EFA) Assessment revealed that progress has been made in improving access to primary education. However, in many cases, little to no success has been achieved in narrowing the "gender gap." Disparities persist between girls and boys in access, retention, learning achievement, and completion of a primary education. In most countries, girls are at the disadvantage. But in some cases, and increasingly, boys are more disadvantaged within educational systems than girls. When governments were confronted with the EFA findings during the World Education Forum in Dakar, Senegal, in April 2000, they decided to increase their efforts to close this gap, and they made commitments to achieve gender equality in education by 2015. These commitments took the form of three specific EFA goals, namely: Goal 2: Ensuring that by 2015 all children, particularly girls…have access to, and complete, free and compulsory education of good quality. Chapter One Chapter One Chapter One Chapter One Chapter One A qualitative research manual for education practitioners and gender focal points Sex describes the biological differences between men and women, which are universal and determined at birth. Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes, and likely behaviours of both women and men (femininity and masculinity). These roles and expectations are learned. They can change over time and they vary within and between cultures. The concept of gender is vital because it facilitates gender analysis revealing how women's subordination is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever. Gender analysis is the collection and analysis of sex-disaggregated information. Men and women both perform different roles. This leads to women and men having different experience, knowledge, talents and needs. Gender analysis explores these differences so policies, programs and projects can identify and meet the different needs of men and women. Gender analysis also facilitates the strategic use of distinct knowledge and skills possessed by women and men. Sex-Disaggregated Data are data that are collected and presented separately on men and women. Gender Equality means that women and men have equal conditions for realizing their full human rights and for contributing to, and benefiting from, economic, social, cultural, and political development. Gender equality is, therefore, the equal valuing by society of the similarities and the differences of men and women and the roles they play. It is based on women and men being full partners in their home, their community, and their society. Gender Equity is the process of being fair to men and women. To ensure fairness, measures must often be put in place to compensate for the historical and social disadvantages that prevent women and men from operating on a level playing field. Equity is a means. Equality and equitable outcomes are the results. Empowerment is about people-both women and men-taking control over their lives: setting their own agendas, gaining skills, building self-confidence, solving problems, and developing self-reliance. No one can empower another: only the individual can empower herself or himself to make choices or to speak out. However, institutions including national and international cooperation agencies can support processes that can nurture self-empowerment of individuals or groups. VII. A NOTE FOR TRANSLATORS AND ADAPTERS This Manual was developed originally in the English language. But for it to be used widely, it will need to be translated into different languages and adapted to fit different contexts. For those of you who will be given the task of adapting and translating this Manual, please remember the following important points.