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1.
Jo Warin 《Gender and education》2019,31(3):293-308
This paper aims to open up the rationales that are used to argue for an increase in male participation in the early childhood education and care (ECEC) workforce. Two theoretical concepts are highlighted and compared: gender balance and gender flexibility. An ethnographic study was conducted in one unusual nursery that has five male workers, using focus groups, one-to-one interviews and observations with male and female practitioners, managers and parents. Some practitioners used a discourse of gender balance to justify the value of the male contribution to the workforce, based on heteronormative ideas about the division of gendered labour within the traditional family. Others emphasised the importance of the highly versatile ECEC practitioner and linked a value for identity versatility with gender flexibility. Our findings lead to recommendations about the need to recruit, train and retain practitioners who are gender conscious and can respond to young children in gender-flexible ways. 相似文献
2.
Emma Perry 《Gender and education》2013,25(4):396-412
The past decade has seen an exponential rise in the popularity of cognitive–behavioural programmes as a means of rehabilitating ‘offenders’. Although the programmes have been evaluated by a number of researchers, very little qualitative work exists, particularly with regard to the discourses mobilised by practitioners, and the production of gendered subjectivities in this setting. Consequently, this article focuses on one woman, ‘Michelle’, who attended an Aggression Replacement Training programme as part of her probation sentence. By drawing on Francis’ [2010. Re/theorizing gender: Female masculinity and male femininity in the classroom. Gender and Education] notion of gender monoglossia and heteroglossia I aim to provide a nuanced account of Michelle's seemingly straightforward ‘performance’ of ‘female masculinity’ [Halberstam, J. 1998. Female masculinity. Durham, NC: Duke University Press]. Through an analysis of the discourses mobilised by practitioners I also demonstrate that within this discursive environment the rehabilitation of female ‘offenders’ continues to be one of conformity to traditional ‘feminine’ gender norms as well as a desistance from crime. 相似文献
3.
A key area of interest is the way in which early years educators’ perceptions about the concept of gender may influence their practice in relation to how children’s ideas about gender might be supported and reinforced. However, this area has received little attention in the highly gender-segregated context of Pakistan. Understanding evidence-based issues related to gender in Pakistan is thus crucial to overcoming educational barriers. This article explored Pakistani female pre-primary teachers’ perceptions and practices related to gender in the early years. Interview and observation data were collected with seven teachers in one urban, co-education school and were analysed thematically. Results indicated that teachers’ perceptions reflect the complex and multifaceted dimensions of gender within the gradually shifting, but still traditional, cultures of Pakistani society. For the most part, female teachers’ views are rooted in dominant patriarchal ideologies, for example, of boys as active and assertive and girls as passive and quiet. However, in a few instances such as in children’s academic performance and play, their perceptions reflect attempts to push gender boundaries which challenge patriarchal ideologies. Teachers’ gender perceptions have significant implications for young children’s development and understanding of gender roles in Pakistan. 相似文献
4.
This article focuses on how male and female primary school teachers’ account of the suitability of male teachers in early years or Foundation Phase (FP) of schooling. We draw from an in-depth qualitative interview-based study to examine how ideals around hegemonic masculinity have effects for the characterization of FP within traditional feminine qualities such as nurturing and caring for children. These qualities contrasted with hegemonic masculinity and fuelled the disassociation between men and teaching young children. We found that whilst men had the responsibility to provide financially for children, their involvement in childcare duties was linked to low-status work gendering the construction of carework as women’s work. The shame and embarrassment associated with teaching young children were an important mechanism to police and regulate hegemonic masculinity. Analysing how male and female primary school teachers construct hegemonic forms of masculinity provides insights into the reproduction of FP as a feminised profession as well as the construction and maintenance of counter feminist masculine ideals. Addressing forms of masculinity that are premised on male domination is vital in South Africa, especially as the need to alter masculinities and deepen gender equality has barely touched this phase of schooling. 相似文献
5.
Marleen van Polanen Cristina Colonnesi Louis W. C. Tavecchio 《Early education and development》2017,28(5):559-571
Outcomes of studies with exclusively or predominantly female caregivers suggest that boys in child care are involved with interactions, attachment relationships, and care of lower quality than girls. We investigated to what extent child gender (N = 38, 19 boys) and caregiver gender (N = 38, 19 males) is associated with child–caregiver interactions and attachment relationships. Children’s involvement and caregivers’ sensitive and stimulation behaviors were observed using systematic observations of semistructured play. Children’s secure attachment with caregivers was observed using the Attachment Q-Sort. Research Findings: Male and female caregivers showed similar sensitive behaviors toward boys and girls, and children had similar levels of secure attachment with male and female caregivers. Female caregivers had a tendency to stimulate boys more than girls, and this behavior was associated with a lower secure attachment in boys. Girls’ involvement with the caregiver was associated with male and female caregivers’ sensitive behavior and with male but not female caregivers’ stimulation. Conversely, boys’ involvement with the caregiver was elicited by sensitive but not stimulating behavior of male caregivers but not by female caregivers. Practice or Policy: Boys and girls can have equally positive interactions and attachment relationships with both male and female caregivers. 相似文献
6.
《Ethnography and Education》2013,8(2):121-136
Sudbury schools, which originated in the USA in the 1960s, are radical alternatives to traditional public schooling that promote egalitarian relationships between children and adults. Given that the Sudbury model has been largely overlooked in educational anthropology, this paper presents findings from a 1.5-year critical ethnographic study of a Sudbury school in California. In analysing participant interactions within the school's ‘democratic’ decision-making group, the paper presents evidence of an informal power structure that privileged older age, male gender and greater experience over youth, female gender and novicehood in determining whose voices wielded power. In doing so, the article provides an illustrative example of how theoretically democratic settings are edited to meet realities on the ground. 相似文献
7.
本研究依据现有教师数据作为分析、评估的基础,选取北京、河南、安徽和福建四地,对我国中小学教师性别结构"女性化"现象的现状及成因开展实地调查。研究发现,中小学教师性别结构呈现女性教师比例整体持续增长的趋势,但在不同省份、城乡、学校类型、学段和学科等方面呈现一定差异;教师职业已形成一定的性别垂直隔离。这种变化源自"女进男退"的过程,是社会教育发展、教师职业性别标识化和教师职业吸引力下滑等因素综合作用下的结果。教师队伍的"女多男少"现象被"女性化"和被"问题化",是夫权意识形态下被构建起来的、具有预设价值判断的问题阈,具体表现为社会性别二元对立、教师职业简单性别气质类化和轻视女性教师专业性等。本研究据此提出满足儿童发展的多元需求、消解教师职业性别隔离、保障和完善学校教育丰富性的建议:(1)加大教师专业形象宣传,打破教师职业性别壁垒;(2)增强教师职业吸引力,提高教师社会地位与工资待遇;(3)提升师范生的性别素养,加大男性教师储备力量。 相似文献
8.
陶虹飞 《渭南师范学院学报》2014,(13):71-74
日本动画大师宫崎骏的动画电影以在童趣中突显人文关怀著称,他所创作的影片多以儿童的视角和经历展开故事,少年女性往往成为影片的主人公,这些女性在寻求生命的意义,沟通人与人、人与自然和谐共生的过程中,通过自己的努力颠覆了传统的性别角色,打破了传统女性的沉默,并以独立自主的勇气使自己的主体性价值得到了充分彰显,对当代女性儿童的成长具有启蒙教育意义。 相似文献
9.
Katie Sciurba 《Children‘s Literature in Education》2017,48(3):276-293
Over the past fifty years, children’s picture books have made great strides toward literary equity by including more perspectives from and stories about marginalized groups, such as those whose gender identities do not conform to heteronormative standards. While texts featuring gender-variant male characters engage in topics that are far too often shoved into the proverbial closet, what is yet to be determined is the degree to which they adequately reflect the complexity of (gender) identity and to what extent such picture books can counter narratives related to traditional “masculinity.” The purpose of this paper is to critically examine picture book representations of gender variance, as exhibited by male characters, in order to determine the books’ potential for exploring issues of social justice with elementary-age students. This study utilizes a critical multiculturalist lens to challenge the ways in which gender variance is represented in children’s literature and the reasons that young gender-variant male protagonists achieve—or do not achieve—communal acceptance. 相似文献
10.
Carrie Paechter 《Gender and education》2006,18(2):121-135
How children learn to construct and enact masculinities and femininities is clearly an issue for education and one that has been explored in a wide variety of ways. In recent years, however, our conceptions of gender have once again become problematic, particularly given a gradual slippage regarding the sex/gender distinction and the increasing use of ‘gender’ to refer to matters of biology as well as those pertaining to the social. We now need to rethink how we understand what it is to be male and female, masculine and feminine, and whether the sex/gender distinction and related dualisms are useful to our conceptualization of gender. One way to do this is to focus on the construction of gender in the social systems of which children are a part, including the schooling system. In this paper I consider the legacy of Cartesian dualism both for our understanding of sex and gender and for the schooling system, exploring the interconnections between the two. I examine how the Cartesian legacy underpins the disciplinary and curriculum structures of schools and explore the implications for the ways in which we, as researchers and teachers, view and treat children in schools. Finally, I argue that researchers working in gender and education need to take much more account of the specificities of children’s bodies. 相似文献
11.
Up to now, very few studies investigated the influence of gender on the depiction of emotions in children’s drawings. However, the literature on emotions reveals differences between boys and girls in various kinds of tasks (e.g. recognising emotional facial expressions, understanding an emotional situation, etc.). Therefore, we examined the impact of gender on the depiction of sadness and anger. We took into account children’s gender but also the gender of the character expressing the target emotion. Forty-four boys and forty-seven girls aged 7–8 and thirty-six boys and fifty-three girls aged 9–10 were asked to listen to stories where the main character (either a male or a female) was feeling sad or angry and then to draw the facial cues corresponding to the target emotion. Two methods were used to rate the drawings: judges assessed the correct vs. incorrect depiction of the two target emotions and a content analysis was then conducted on the correct drawings so as to reveal the type of facial cues used by children. By showing the major influence of children’s gender on their depiction of sadness and anger, our findings offer promising lines of research in educational and clinical settings. 相似文献
12.
This paper attempts to clarify several lines of research on gender in development and education, inter‐relating findings from studies on intuitive/informal knowledge with those from research on achievements and attitudes in science. It acknowledges the declining proportions of male teachers world‐wide and examination successes which indicate a reversal of educational disadvantage from female to male; as well as the recent evidence on the effects of the gender of teachers upon student success. An empirical contribution to the literature is offered, drawing from the gender‐related findings from research on children’s cosmologies in China and New Zealand with 346 boys and 340 girls (of whom 119 boys and 121 girls participated in the current study). The investigation focused on children’s concepts of the motion and shape of the Earth through observational astronomy and gave children opportunities to express their ideas in several modalities. The in‐depth interviews allowed children to share their meanings with gender differences becoming apparent (e.g. girls’ superior ability to visually represent their cosmologies and boys’ greater awareness of gravity). However, these differences were not universal across genders or cultures and marked similarities were apparent both in the content of children’s responses and in their reasoning processes. By comparing boy/girl cosmological concept categories and by tracking their developmental trends by age, statistical evidence revealed the extent of the similarities within and across these diverse cultures. The findings reinforce those from the authors’ knowledge restructuring and cultural mediation studies and provide support for the view that boys and girls have similar, holistic‐rather‐than‐fragmented, cosmologies which have features in common across cultures and ethnic groups. 相似文献
13.
《蝴蝶梦》以“灰姑娘”模式把女主人公“我”被动引入男性生活世界,实际却沿袭将男性主人公作为环境因素引入女性世界的女性写作传统,“我”不仅具有显性的故事叙述者身份,也是整部小说的中心人物。作品中。以“我”与其他人物之间的社会伦理关系展现复杂交错的两性关系境遇,围绕符合父权制文化传统的“我”,揭示男女之间顺从、对抗或背离的关系状态。以“我”屈从、依附的被动身份向反抗、被依赖的主动身份转变,消解男权话语对女性单向控制的可能性,曲折传达作者对男女之间永远无法真正理解和沟通的两性关系观。 相似文献
14.
Eva Änggård 《Gender and education》2005,17(5):539-553
In this article, young children’s narration in words and pictures is discussed from a gender perspective. The article is based on a project in which eight pre‐school children made their own books. In their stories, the children reused narratives picked up from different media, both traditional fairytales and popular cultural products. The reuse of those narratives gives children opportunities to explore gender positions in a playful way. The narratives produced by the children had, in certain respects, a gender‐stereotyped content. The girls and the boys selected gender‐specific themes for their stories. But in their stories, the children also made reinterpretations of traditional stories and gender patterns. The girls let the female characters play the active roles and the boys let their heroes become friends with the enemies. In this way, the children used the stories creatively, reshaping them to fit their own purposes. 相似文献
15.
There is some limited evidence of an association between maternal intimate partner victimization (IPV) and children’s experience of maltreatment. Using data from a longitudinal study, we examine whether this relationship is independent of range of potential confounders including socio-economic, familial and psychological factors. Data were taken from the 14 and 30-year follow-ups of the Mater-University of Queensland Study of Pregnancy (MUSP) in Australia. A subsample of 2064 mothers and children (59.0% female) whose data on maternal IPV and child maltreatment was available, were analysed. In families with maternal IPV, two in five children reported being maltreated, compared to one in five children maltreated in families without maternal IPV. Except for sexual maltreatment which was consistently higher in female offspring, there was no gender differences in experiencing different types of maltreatment in families manifesting maternal IPV. Although both males and females were at increased risk of child maltreatment in families where mothers were victimized by their male partners, male children were more likely to be emotionally maltreated. The main associations were substantially independent of measured confounders, except for father’s history of mental health problems which attenuated the association of maternal IPV victimization and male offspring’s physical abuse. Our findings confirm that there is a robust association between maternal IPV and child maltreatment. Both maternal IPV victimization and child maltreatment co-occur in a household characterized by conflict and violence. Consequences of IPV go beyond the incident and influence all family members. Efforts to reduce child maltreatment may need to address the greater level of IPV associated with the cycle of family violence. 相似文献
16.
海明威作品以书写战争、刻画硬汉而闻名于世,身体书写在他的作品中经常出现。短篇小说《乞力马扎罗山的雪》在呈现死亡主题的同时,对身体叙事倾注了大量笔墨。小说中的男性身体不再具有传统硬汉形象的阳刚和力量,女性身体也在男性凝视下逐渐成为欲望渗透和权力运作的客体。通过对男性硬汉形象的解构和女性身体的书写,海明威不仅剖析了战争给现代人造成的身心"阉割",而且揭示了凝视与被凝视的两性关系。 相似文献
17.
In this paper, we attempt to explain the differences between reading and math scores of migrants’ children (8430 daughters and 8526 sons) in 17 OECD destination countries, coming from 45 origin countries or regions, using PISA 2009 data. In addition to the societal gender equality levels of the origin and destination countries (the gender empowerment measure), we use macro indicators of the origin countries’ educational systems, economic development and religions. We find that migrant daughters from countries with higher gender equality levels obtain higher reading scores than comparable migrant sons do (but this is not the case for math scores). In addition, the higher the gender equality levels in the destination countries, the lower the reading and math scores of both male and female migrants’ children in their destination countries. Further analyses suggest it is the difference between gender equality levels, rather than the levels themselves, that explains the educational performance of both female and male migrant pupils. Our results also show the low gender equality level in Islamic origin countries offers a possible explanation for the low educational performance of Islamic pupils, both male and female. Finally, migrants’ daughters seem to perform slightly better educationally, compared with migrants’ sons. 相似文献
18.
The aim was to investigate the policy-to-practice context of delays and difficulties in the acquisition of speech, language and communication (SLC) in children from birth to five in one local authority within the context of Bronfenbrenner’s bio-ecological model. Methods included a survey of early years practitioners (64 responses), interviews with 11 early years practitioners and observations of 9 children in the context of their early years settings. Policy texts revealed a growing consensus on the importance of early learning and development, the centrality of language and early intervention. Practitioner survey and interview findings indicated confident practice in relation to early identification, assessment and support, despite minimal initial professional training in SLC and virtually none for children with English as an additional language. Greater use of specialist assessment tools and alternative communication systems was made in specialist than mainstream settings. Observation showed considerable variation in the organisation of staff, groups, activities and interactional patterns with more targeted, short and intensive adult-led activity in special settings that led to less child-initiated interactions and private ‘self-talk’, characteristic of large-group free play of mainstream settings. Challenges and opportunities of generalist and specialist provision are discussed. 相似文献
19.
Susan C. Losh Ryan Wilke Margareta Pop 《International Journal of Science Education》2013,35(6):773-792
Children’s stereotypes about scientists have been postulated to affect student science identity and interest in science. Findings from prior studies using “Draw a Scientist Test” methods suggest that students see scientists as largely white, often unattractive, men; one consequence may be that girls and minority students feel a science career is “not like me”. However, a major shortcoming in prior research is that scholars have asked children to draw only scientists, thus making interpretations of earlier research findings ambiguous. We added other professionals to compare how 616 drawings of teachers, scientists, and veterinarians by 206 elementary school children varied by student gender, ethnicity, and grade. Students made clear distinctions: drawing teachers as most attractive and largely female, and scientists as most often male and least attractive. Aspects of the drawings suggest that scientists do have an “image problem” among children. However, large sex differences in the drawings and often‐unrecognizable gender figures in boys’ pictures lead us to question use of the “Draw a Scientist Test” as a projective test among young children. 相似文献
20.
Gender bias exists in our language environment. We investigated personal name usage in two large corpora of language written for and by U.K. children aged 5–13. Study 1 found an overrepresentation of male names in children’s books, largely attributable to male authors. In stories written by over 100,000 children, Study 2 found an overall male bias that interacted with age. Younger children wrote more about their own gender. With age, girls became more balanced yet boys continued to show a strong male bias. Our findings demonstrate a male-centered bias in both children’s books and their own writing. We consider the power of written language to both shape and be shaped by cultural stereotypes via systematic biases in gender associations. 相似文献