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ПЕДАГОГІЧНІ УМОВИ ГЕНДЕРНОГО ВИХОВАННЯ УЧНІВ ПОЧАТКОВИХ КЛАСІВ

100%
Павлущенко Н., Король О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 9(43)
147-153
EN
The authors of the article offer a detailed description of the peculiarities of gender-based upbringing of the primary school pupils, presented in the form of such pedagogical conditions, as improving the content of education through modern gender mainstreaming implementation; the results of gender analysis of primary school textbooks using for egalitarian consciousness forming; educational process organization on the basis of gender equality. Mentioned pedagogical conditions are aimed at awareness of the younger generation of gender forming, rejection of binary type of gender asymmetry socialization, the balance of emphasis in the educational process of the child’s personal qualities rather than his/her biological origin. To implement the pedagogical conditions such as improving the content of education through the realization of modern gender approaches the authors proceed from the fact that overcoming differences of junior schoolchildren of different sexes of primary school age between them will also promote the consciousness forming of neither notion of the family educational ideals nor of equal social roles of the opposite sex. The implementation of the second teaching condition takes place through the educational situations establishment; expressions of individuality and personal approach between boys and girls, their tolerant, partner behavior encouragement. Pedagogical conditions that included the use of gender analysis of primary school textbooks results in creation of egalitarian consciousness were designed to neutralize or mitigate established sex-role stereotypes of sex relationship; education of schoolchildren of different sex in the spirit of free self-design; departure from men and women «natural allocation» opposition in educational activities in the classroom and after school; change in the concept of «obligations» to the concept of «own law and own choice»; encouraging boys and girls to classes that meet their interests, preferences and individual needs of consciousness; accustoming children of different genders to behavior that meets a particular situation; constant support of partnership between boys and girls in the educational process. It is concluded that organization of pedagogical gender education of primary school pupils in the main institution of gender socialization (school) aims to ensure gender equality.
2

Stages Of Gender Education In Canadian Secondary Schools

88%
Zhukovskyi V., Kostiuk O.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 2
31-38
EN
The article deals with the issue of educational preconditions of gender education formation and development in Canadian secondary schools. On the basis of conducted scientific and pedagogical literature analysis it has been determined that gender education has undergone three main stages and is currently developing during its fourth, modern period. The research is focused on different aspects of gender education in Canadian schools, namely the objectives, principles, methods, content and means. The transformation dynamics of the aforementioned gender education dimensions at each stage has been examined. It has been concluded that the objectives of gender education in Canadian secondary schools have considerably evolved since 1960’s; the methods and means of teaching students about gender have become more versatile and relevant to the requirements of the present-day informational technology society; the content of gender education has extended its scope. The provision of gender education in secondary educational establishments in Canada has transformed from a haphazard “add women and stir” approach to a more consistent manner, which demands availability of certain policies (gender equity policy, anti-discrimination policy, safe schools policy) and codes of conduct in action at schools; integration of gender equity issues into different subject courses across the curriculum, as well as introducing separate fully-fledged courses, like “Women’s Studies”, “Men’s Studies”, “Gender Studies”.
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