GENDER APPROACH TO EDUCATION OF
JOUNIOR SCHOOLCHILDREN
(ГЕНДЕРНЫЙ ПОДХОД В ОБУЧЕНИИ МЛАДШИХ ШКОЛЬНИКОВ)
Recently, gender differences have attracted the attention of specialists in different areas. In Russian pedagogical science there is a new direction – genderology – a science that deals with the consideration of social interactions between men and women.
Gender role is one of the type of social roles, a set of expected behaviors for men and women. Gender stereotypes are the generalized ideas formed in culture how men and women really behave. [[9]]
Another specialists note that gender stereotypes grow up with us. And when we encounter with stereotypes, for example pink color only for girls and blue color only for boys, and these sentences influences of our mind and we begin thinking as all people in the world. As a result, we kill our individuality.
Nowadays there is the definite concept of gender approach. The goal of the gender approach in education is to create conditions for self-realization and development of boys’ and girls’ abilities. [[10]]
Gender approach is being implemented in education. It happens in two ways: at higher education institution and secondary school. This trend has emerged due to certain factors.
1. Socio-cultural factors which are associated with changes in society, roles and behavior in the family.
2. Political factors which include the activation of independent women organizations and feminism.
3. Organizational and financial factors that mean the emergence of financial sources for gender studies.
4. Personal factors that are the emergence supporter of gender approach in education among teachers.
Then I’ll draw your attention to the Negative trends in inter-gender relations. The absence of harmonious inter-gender relations in coeducation classes is caused in disharmonious family relations, distortions in the role of men and women. As you can see 78% of children have got good relations with family and friends, because they grow in inter-gender classes with harmonious relations. But only 49% of children which grow in disharmonious inter-gender relations in coeducation classes have got good relations with people.
As for teachers’ gender preferences, it is a product of gender socialization, unconscious preference to either boys or girls. Gender specific relations are manifested both in everyday communication with students, and in improvised pedagogical actions and methods.
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The absence of harmonious inter-gender relations in coeducation classes is observed in all schools. This trend continues at an older age, causing disharmonious family relations, distortions in the role of men and women.
As neuropsychological researchers claim, boys think and make decisions faster, they get tired of listening to the re-explanation of the material, which is often necessary for girls. Girls in junior and senior schools have disadvantages, they have limited time to understand and perform tasks, and they are less involved in the discussion of teamwork, which they are especially needed for successful study. [[11]]
In conclusion, I would like to formulate a number of basic principles for the creation of a gender model of the educational system:
1. Democratic character. In education boys and girls have equal rights to education and to participate in the public life of the school.
2. The nature-conformity. Recognition of the personal equality of boys and girls does not mean denial of biological and physiological characteristics and differences in their activities. Recognition of these differences requires different forms, methods and means of learning in order to realize the fullest potential of students, as members of their gender, in learning and extracurricular activities.
3. Compliance with the requirements of the time. The unity of actions of the teacher and parents of the child is especially relevant in the gender approach to education. This requires interaction with the families of students to agree on the goals, objectives of education and training on the basis of unity of action, requirements and respect for the child as a representative of his sex, as a person, respect for his rights as a person.
Remember, that a greater role in gender education is given to the teacher, whose tasks are dealt with overcoming formalities in education, addressing interests and needs of a particular child, the ability to see, hear and understand his originality, individual and age characteristics despite of a gender.
СПИСОК ЛИТЕРАТУРЫ
1. Fatma Özdemir Uluç. How to approach teaching gender equality to boys and girls [Электронный ресурс] / British Council – Режим доступа: https://www.britishcouncil.org/voices-magazine/how-approach-teaching-gender-equality-boys-and-girls (Дата обращения 26 марта 2018)
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2. Naomi Aberly. What are gender roles and stereotypes? [Электронный ресурс] / Planned parenthood – Режим доступа: https://www.plannedparenthood.org/learn/sexual-orientation-gender/gender-gender-identity/what-are-gender-roles-and-stereotypes (Дата обращения 26 марта 2018).
3. Michael Fors. Gender Concepts and Approaches [Электронный ресурс] / Caribbean Community – Режим доступа: https://www.caricom.org/gender-concepts-and-approaches/ (Дата обращения 26 марта 2018).
Колупаева Е.П. студентка группы 29ПОм160
направление – Педагогическое образование
магистерская программа «Управление образованием»
Научный руководитель: канд.пед.наук, доцент И.В. Патрушева
Институт психологии и педагогики ТюмГУ, г. Тюмень
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