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Figura tradicional y figura disruptiva del padre en dos textos literarios latinoamericanos contemporáneos

100%
López Badano C., Acuña Murillo M.
Romanica Silesiana
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2017
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vol. 12
ES
The figure of the father is presented in a variety of ways in contemporary Latin American literature; one of the popular images, for instance, is that of a despotic patriarchal “macho”in the drug trafficking literature. However, there is also a new image of paternity linked to “new masculinity,” presented as gender utopia in the short story “Alumbramiento” (“Birth”) by Andrés Neuman (2006). Here, a male narrator gives birth to a new man who is, at the same time, himself and his own son. In this article, I aim to explore the change from traditional images of paternity to the new, disruptive, utopian ones, inscribed within new ideas about gender equality.
2
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Gifted Education in the United States: Perspectives of Gender Equity

100%
Pierson M. R.
Journal of Gender and Power
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2014
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vol. 1
99-110
EN
An overview of education for gifted and talented children and adolescents in the United States will be presented. Issues of gender equity will be discussed and suggestions for creating equal opportunities for all students will be outlined.
3

МЕТОДИ ҐЕНДЕРНОГО ВИХОВАННЯ УЧНІВ КАНАДСЬКИХ СЕРЕДНІХ ШКІЛ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ ТА ЛІТЕРАТУРИ

88%
Костюк О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 6(50)
414-423
EN
The issue of gender education methodology applied at English Language Arts course in Canadian secondary schools has been presented in this paper. The aim of the study is to analyze the content, methods, forms and means of gender education pertinent to the course English Language Arts at Canadian high school. To achieve the goal of the research, theoretical methods of analysis, synthesis, classification and study of English Language Arts programs and lesson plans in Canadian provinces and territories have been applied. Results of our research have demonstrated that the content of gender education during English Language Arts course is aimed at students knowing about the main gender concepts; social roles and achievements of women and men in the past and present in Canada and the world; gender stereotypes and their influence upon self-image, physical and mental health; problems of bullying, hatred and tolerance; women and men who are role models for the adolescents. Furthermore, the content of gender education is targeted at students’ internalization of such values as social justice, gender equity and equality, human dignity, empathy, respect, sensitivity towards diversity. Moreover, gender education is intended to teach youth to apply knowledge and critical thinking, cooperative, problem solving skills, etc. The methods of gender education at English Language Arts classes have been classified into four groups: 1) methods of personality’s gender consciousness development; 2) methods of students’ activity organization and stimulation directed at formation of positive social behavior experience and positive communication among both sexes; 3) methods of gender cognition, self cognition, and self regulation; 4) methods of control and self control of gender education efficacy. The forms of gender education used at the English Language Arts course are comprised of individual, mini-group and group work. The means of gender education constitute a broad spectrum: textbooks, literary, scientific texts, newspapers, magazines, songs, videos, films, television programmes, advertisements, websites, photo exhibitions, documents at World, Canadian, and regional levels, personal experience, team. Thus, the course English Language Arts is characterized by rich potential for gender education due to its content and possibility to use versatile methods, forms and means. Among the perspectives of further research, we define the study of gender education at such courses as Social Studies, History, Family Studies etc. at Canadian high school.
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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”.
5
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Równość płci w szkolnictwie wyższym i nauce – teoria i praktyka

63%
Dziedziczak - Foltyn A.
Przegląd Socjologiczny
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2010
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vol. 59
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issue 3
87-107
PL
Równość płci, także w szkolnictwie wyższym i nauce, to jeden z aktualnych elementów polityki unijnej, a także temat podejmowany przez zagranicznych badaczy zajmujących się problematyką gender. W Polsce kwestia ta jest niedoceniana zarówno przez polityków, jak i rodzimych badaczy. Tymczasem z wielu analiz i danych statystycznych wynika, że sytuacja kobiet w szkolnictwie wyższym zmieniła się w ostatnich latach znacząco na korzyść, i to kobiety dominują obecnie na uniwersytetach. Dość powszechna stała się teza o końcu dyskryminacji kobiet w szkołach wyższych (zarówno w Polsce, jak i na świecie), w jej miejsce pojawia się zaś teza o feminizacji szkolnictwa wyższego. Statystyki ilustrują rosnącą z roku na rok przewagę liczbową kobiet wśród studiujących. Nadal jednak istnieją wyraźne różnice między płciami ze względu na wybierany profil kształcenia i dziedzinę awansu naukowego. Nadal też występuje wyraźne zróżnicowanie szans zawodowych kobiet i mężczyzn w przypadku kadry nauczającej i kierowniczej szkół wyższych. Podważa to tezę o feminizacji szkolnictwa wyższego. Do rozstrzygnięcia pozostaje, czy przytaczane fakty dokumentujące brak równości płci w szkolnictwie wyższym świadczą o nierówności płci (a nawet dyskryminacji), czy jedynie odzwierciedlają sytuację obserwowaną od lat w społeczeństwie.
EN
Gender equity, including that in higher education and science, is one of the topical issues of EU policies, as well as one of the questions analysed by foreign researches dealing with gender problems. While in Poland this issue is underestimated both by the politicians and local researchers, analyses and data show that the situation of women in higher education has significantly improved in recent years, and now it is women who dominate in universities. The opinion about the end of discrimination of women in schools of higher education (both in Poland and abroad) has become quite common and widespread. Moreover, there appear opinions about feminization of higher education. Statistics show that the number of studying women grow each year. There are still, however, clear gender divisions in terms of study profiles chosen by male and female students, and differences in fields of promotion. Also, there are clear divisions between career opportunities for men and women in the case of teaching and managerial staff in schools of higher education. This questions the opinion about feminization of higher education. What needs to be determined is whether the facts demonstrating gender differences in higher education demonstrate gender inequality (or even discrimination) or they merely reflect the situation observed in society for years.
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