Gender and Education

Resumo: Este artigo apresenta o conceito de gênero em educação, mostrando sua incorporação como uma categoria útil de análise no campo da dança, no qual as discussões sobre gênero aparecem muito raramente, especialmente quando se analisa a produção brasileira. Utilizando estudiosos(as) do campo dos estudos pós-estruturalistas de gênero, reflito sobre a necessidade de incorporação de tal conceito às investigações sobre as questões sociais que envolvem a dança.

Abstract: This article presents the concept of gender in education, showing its incorporation as a useful category of analysis in the field of dance education, in wich discusses of gender are rarely detected, especially when I analyse scientific research in Brazil. Using scholars in the field of post-structuralist gender studies as references, I have reflected on the need to incorporate this concept into the investigation about the social question in dance.

Neste livro, a autora relata, com propriedade, o percurso profissional feminino no campo da educação no Estado de São Paulo, desde fins do século XIX. Saindo do lar onde se esperava que fossem esposas devotadas e mães extremosas, as mulheres ousaram estudar e ingressar no campo profissional como professoras primárias. Ainda
que a atividade docente da mulher fosse vista como uma continuação de suas lides maternas e, por isso mesmo aceita, o magistério
primário constituiu uma das grandes oportunidades de inserção (a outra seria a enfermagem) da mulher de classe média no mercado de trabalho.
A história relatada pela autora não é apenas factual. É também interpretativa. Para tanto, utilizou como fontes de pesquisa a imprensa periódica educacional feminina, do fim do século XIX até os anos 30, e entrevistou, longamente, três professoras primárias que lecionaram nos anos 40 e 50 deste século.
Concluindo, a autora exorta seus leitores, entre os quais figuram, certamente, atuais e futuras professoras, a manterem sempre acesa a chama da paixão pelo possível.
Entende que educar um ser humano é uma tarefa difícil que exige vontade e força interior. No momento em que o quadro educacional brasileiro é tão desolador, em que a profissão docente é tão desvalorizada, faz bem ouvir uma voz que clama pela dignidade
profissional do professor e contribui, de alguma forma, para recriar a esperança.
Ester Buffa

The purpose of this study is to determine the Level of Gender Sensitivity of the Grade 8 in Balibago National High School.
The study attempted to determine (1) the profile of the Teachers in terms of number of teaching years and sex; (2) the Level of Gender Sensitivity of the Teachers in Balibago National High School in terms of Use of Language, Classroom Activities/Management, and Didactics; (3) the significant difference among the teachers’ level of Gender sensitivity when group according to their profile.

ABSTRACT
This article has as object "the contribution of education for gender equality and empowerment of women in Mozambique: the case of the city of Lichinga, 1997-2015." The thirdobjective of the millennium argues that for it to achieve sustainable development in developing countries and even industrialized longer it takes the gender issue be taken as paramount in the development policies and strategies. And this assumption requires, as it defends the objectives, a gender equity and its parallel empowerment. Because it is believed that the issue of gender is transversal. The concern this research is to see if gender policies in Mozambique are in line with the third objective of the millennium. Second, check the degree of compliance with the third objective of the Millennium in Lichinga. The research is guided by the following research question: "to what extent the policies of the Mozambican education have contributed to equity and empowerment of its kind under the third objective of the millennium?". It points 1997 as the first Marco chronological survey by the fact that it was the year that was created a mechanism focused at some length on gender, Gender and Education Project in Mozambique (GEM). The 2015 is appointed, only for methodological issues. The research is bibliographic and field. The methods used are the monographic and historic. The techniques are bibliographical, documentary and interview research. It was found that soon after independence, the Frelimo government bothered to value the woman in the context of his socialist project. In the Marxist context, it introduced women's valuation principles supported in feminist theory. The 1990 constitution states that the State shall promote, finance and enhance the development of women and encourage the growth of their role in society in all spheres of political, economic and social activities in the country. In fact observed an effort to answer the third objective of the millennium. But education has yet to be the strongest vehicle for equity and gender empowerment. First there is confuse with the concept when it comes to gender pushing the interpretation of gender binary man woman. Second, the values of matrilineal tradition and the influence of Islam in northern Mozambique have not undergone major change with education policies that value gender. The number of girls in primary, secondary and even tertiary education grew. But the quality of education and the burden of prejudice that emanates from cultures does not allow that education promotes a significant equity. But register growth in the number ofwomen in the civil service, the Provincial and Municipal Assemblies. But in domestic relations, the power of the woman or woman who plays the role is still not seen with parity or necessary complexity.
Keywords: Gender, equity, Empowerment.

This article intends to make visible the presence and the actions of women as social changers towards sustainability. It builds reflections about the relationships amongst the categories of women, gender, sustainability and environment, in a global context of and
anthropogenic climate change as a consequence of patriarchal and extractive economies, and development models that seek to reconfigure themselves as green models and stay in force, while they reproduce environmental injustice and gender discrimination. The reflections are centred from the perspective of environmental education for sustainability, with a gender perspective, as an alternate option and as a reflection field in constant dialogue for the construction of more just and balanced societies as they relate with their environment.

Buscamos problematizar uma prática interdisciplinar, realizada no Colégio Pedro II, trazendo como conteúdo a temática gênero, através do documentário The Mask You Live In. O filme aborda como a masculinidade é construída na sociedade estadunidense, afetando negativamente, não só os homens, mas também mulheres, crianças e jovens, com seus reflexos, sobretudo, na escola e no esporte. Utilizamos, como metodologia, grupos de discussão, com base em Wivian Weller e as falas dos/das estudantes, foram interpretadas com base nos estudos de gênero, pelos trabalhos de Joan Scott, Raewynn Connnell e Michael Kimmel. Entre os resultados, reflexões importantes foram propiciadas com o filme, permitindo que os/as estudantes reconhecessem processos de hierarquização entre masculino e feminino, tanto na escola, como na sociedade em geral.

Today’s society is rapidly changing in how issues dealing with the rights and treatment of sexual and gender minorities. Among the changes are the ways heterosexual or straight parents relate to their sexual minority children. Once a parent knows definitively that the child identifies as a sexual minority, the parent must make ongoing decisions whether, when, and with whom to share the child’s sexual orientation or gender identity.
Straight parents of minority children must choose whether to disclose, or come out, about being the parent of a minority child or whether to stay silent, or remain closeted. Because of unevenness in tolerance and acceptance of minority people by others, parents must also address the possibility that coming out may lead to interpersonal conflicts. Remaining closeted may lead to an internal conflict as parents seek to support their children’s equalization and rights. Parents also may experience
social-level conflicts experienced when having to cope with negative messages from social institutions.
In my qualitative dissertation study, I explore how straight parents of minority children strategize and make their coming out and closeting decisions. Forty parents were interviewed in a semi-structural format producing rich data which I analyzed and interpreted through emic grounded theory. I generated two grounded theories and uncovered four broad themes from my findings. The first grounded theory I call Parental
Harmonization Theory, which reveals what parents need to be likely to decide to come out to another person who does not know about the parent’s minority child. I applied Queer theory to the straight parent and to parenting, a minority child testing that application in my dissertation. I generated a second grounded theory illustrating similarities and differences in being the parent and in parenting. I call this theory Parental Evolvement Theory. Many of the parents with whom I spoke described their parenting and their coming out experiences as journeys in their child’s land. The first theme, Journey’s Onward Onset, describes the parent knowing about the child and the early journeying into the “land” of being the parent of a minority child. Parents learn how to come out and address
issues and concerns that may never have happened to them before. The second theme, Journeys in Navigation and Learning, moves more deeply into the parental reality in which parents learn to navigate relationships with family, friends, social institutions, and wider society; while addressing conflict issues regarding coming out or closeting. The third theme, Journeys in Teaching and Sharing, is comprised of parental offerings, what parents have learned about their minority children, about being the parent of a minority child, about parenting, and what parents wish they had known. The fourth theme, Journeys “In-Between Spaces,” shares additional findings that present key aspects of the parental experience of coming out and closeting and being the parent of a minority child today. My dissertation provides a deeper and holistic understanding of the complex experience of straight parents in contemporary America.

Objetivamos problematizar como se constituíam as relações de gênero
e sexualidades nas aulas de Educação Física de uma escola municipal do Rio de Janeiro, com destaque para relatos da participação de um menino estudante que não se enquadrava nas normas binárias de gênero. A metodologia utilizada foi de caráter descritivo e qualitativo, através de observações participantes analisadas pela técnica de
Análise de Conteúdo. Como base teórica, pautamo-nos nos estudos queer, encontrando manifestações desviantes dos padrões clássicos esperados para meninos e sua(s) masculinidade(s), sustentando estranhamentos, não pertencimento e não aceitação da
performance fora da norma, fatos desconsiderados e não problematizados pelo docente responsável.

The emergence of feminist pedagogy revolutionized the teaching practices at universities, however, it was less successful in public education. The feminist political agenda resulted in the inclusion of gen der equity in the education policies. Yet, stereotyping still prevails in the majority of schools. While the emphasis on critical analysis yielded some results, the lack of theories on pedagogical knowledge production, drawn on feminist epistemology seems to diminish the desired effects. For gen der education to develop further as a critical branch of education studies feminist theories are to be incorporated into all of its discourses. Key words Feminist pedagogical knowledge, interdisciplinary discourses in education, institutionalized education vs. non‑formal education.
Vázlat A feminista pedagógia bevezetése a felsőoktatás‑pedagógia egyik forradalminak tekinthető átalakításának számított a 70‑es évek egyetemein az Egyesült Államokban. Azonban a közoktatásban alkalmazható feminista pedagógia kidolgozása és meghonosítá‑ sa korántsem hozott hasonló sikereket. A politizáló feminista mozgalmak abban tudtak eredményt felmutatni, hogy pressziót gyakoroltak az oktatáspolitika aktoraira a gender esélyegyenlőség jog által előírt megvalósítása érdekében a közoktatásban. A felülről " elrendelt " és jogilag előírt programok megvalósítása azonban soha nem tudta megszüntetni az iskolai rejtett tanterv rétegeiben húzódó különböző bánásmódok, a sztereotípiák továbbélését. Az oktatás különböző elemeit vizsgáló kutatások számos eredményt mutattak fel különösen a tekintetben, hogy tudományosan is megerősítették a gender diszkrimináció jelenlétét (tankönyvekben, kommuni‑ kációban, pálya‑orientációban, értékelésben, stb.), de a feminista episztemológiai alapozás befogadása híján – mely a mai napig idegen a neveléstudomány számára – az esélyegyenlőséget szorgalmazó oktatáspolitikai intézkedések nem mutatták fel az elvárt eredményeket. Jelen tanulmány ennek a választásnak a kritikáját adja, és felvázolja az elméleti pedagógiai diskurzusokba ágyazott gender pedagógia gyakorlásának lehetséges módját. Kulcsszavak Feminista pedagógiai módszertani tudás, a pedagógus és a tanuló ágenciája, a neveléstudomány megújítása, a feminista pedagógiai praxis sajátosságai.

This paper attempts to understand on two Bengali Women writers and their writings: Manisha Roy's Bengali Women and Begum Rokeya Shakhawat Hossein's Motichur. Their objections to womanhood in crisis in male dominated societies are the same but their religion and history is different. The question I would like to take is: Are the both writers (through their narratives) from different countries but from same sex and language, confronting each other through various phases? Are their powerful writings challenging the modern Bengali Hindu and Muslim men for a defining challenge? And I feel yes because the Bengalis are stereotypical, even pointed out by the Britishers, and now pointed by the women of their clan. The key-points are class, religion, education and seclusion.

This study aimed to explore the effectiveness of the slap and tap method that will change the mindset of shy students in communicating their ideas in the classroom. Qualitative design is used with triangulation through participant observation, focus group discussion and interview. As a result, reticent students when involved in game activities through a slap and tap strategy, writing their clustered ideas, using sticky notes is excited, confident in sharing ideas. In conclusion, the strategy made a significant transformation of the shy students and it also sustained the interest of potential students as reflected in their journal logs and testimonies.

Mapeamos e analisamos neste artigo questões referentes aos temas “gênero” e “sexualidade” nos itens de Educação Física (EF) presentes no ENEM, entre os anos de 2009 e 2019.  O estudo se caracterizou como qualitativo, descritivo e documental. Como referenciais teórico-metodológicos, utilizamos a análise de conteúdo e os estudos de gênero pós-estruturalistas. Os resultados permitiram identificar cinco itens, dos quais um abordou aspectos relacionais do masculino e feminino e as demais focalizaram discussões sobre as mulheres no esporte ou a construção sociocultural de seus corpos. Avaliamos que as questões analisadas emergem como um espaço de resistência à vigilância e ao controle acerca da circulação do debate sobre gênero e sexualidade na Educação

This paper reflects on the life experiences of Reverend Ecclesia de Lange, a lesbian minister in the Methodist Church of Southern Africa (MCSA), culminating in the Constitutional Court's ruling that the MCSA had the sole discretion to dismiss de Lange for entering into a same-sex marriage. The Methodist Church is one of the most prominent denominations in the world and claims to be liberal and supportive of individuals in same-sex relationships. Nonetheless, de Lange suffered shame, discrimination, and the loss of her job as an ordained minister because of her sexual orientation. The Church charged de Lange with failing to abide by the laws and discipline of the Church, which recognise only heterosexual relationships and forces ministers to take an oath during their ordination to abide by and implement the rules, policies, decisions, practices, and usages of the Church. Interestingly, the MCSA produced a conference resolution to advance a "community of love rather than rejection," yet to this day, does not accept homosexuality within the Church. Accordingly, I analyse how the MCSA synod responded to de Lange's decision to marry her long-time same-sex partner. I use intersectional and queer theories to drive the discussion. I reflect on how de Lange was shamed by the MCSA for her decision and how the MCSA was unsupportive and did not act consistent with their claim to being a non-homophobic denomination. This is evident in the disingenuous claim by the Methodist Church that it accepts individuals unconditionally, while women continue to experience stigmatisation and are discriminated against by the patriarchal rules of the MCSA.

"Family violence can take many forms,” says Madam Justice Marzari of the Supreme Court of British Columbia, including “unreasonable restrictions or preventions of a family member’s personal autonomy.” To be more specific, “family violence” can now take the form of refusing to accept a family member’s chosen gender identity.  But this kind of thinking does not address family violence. Rather, it is a form of Family Court violence which threatens everyone's autonomy and liberty.

April 2021 Update: Justice Michael Tammen has sentenced the father to six months imprisonment for breaching court orders by speaking publicly of his plight in a bid to warn other parents of what counsellors and clinicians can now do with and to children without parental knowledge or consent. Tammen J. has further extended the reporting ban to protect the child, though the more strategic effects are to protect systemic abusers of children in the education and medical systems and, in spite of a plea bargain, to send a man to jail – anonymously. Which, employing Tammen's own words to a contrary conclusion, most certainly brings "the administration of justice into disrepute."  That his court cannot control the entire world media greatly disturbs Justice Tammen, and especially particular media such as massresistance.org, which has supplied case documents and a contrary view of the affair no less ideologically bold than his court's. But perhaps he is also disturbed by thoughtful legal scrutiny? The analysis of Shahdin Farsai deserves attention: https://www.canliiconnects.org/en/commentaries/71427

AbSTRAcT Sexuality education oftenly understood in a wrong way as a deviant sexual behavior cause, whereas sexuality education aims to provide awareness of identity, relationships with others, reproductive health and responsible sexual behavior. Islam provides many materials in the socialization of the values of sexuality education. While Pesantren is an educational institution for the deepening religious understanding, it is necessary to study the practice of sexuality education in Pesantren. This article outlines descriptive teaching materials used in Pesantren. In conclusion, Pesantren indicates the new direction in the selection of new teaching materials in sexuality education. AbSTRAK Pendidikan seksualitas seringkali disalahpahami sebagai pembentuk perilaku seksual yang menyimpang, padahal pendidikan seksualitas bertujuan untuk memberikan kesadaran atas identitas diri, hubungan dengan pihak lain, kesehatan reproduksi dan perilaku seksual yang bertanggungjawab. Islam menyediakan banyak materi dan bahan dalam sosialisasi nilai-nilai pendidikan seksualitas. Pesantren sebagai lembaga pendidikan untuk pendalaman pemahaman agama, perlu diteliti tentang praktik pendidikan seksualitasnya. Artikel ini secara deskriptif analitis menguraikan bahan-bahan ajar yang digunakan pesantren. Sebagai simpulan, pesantren menunjukkan arah gerak baru dalam pemilihan bahan ajar pendidikan seksualitas yang semakin komprehenship. kata-kata kunci: Pendidikan seksualitas, pesantren, literatur fiqh al-nisa'. Pendahuluan Maraknya kekerasan seksual yang dialami oleh korban yang kebanyakan anak dan perempuan membuka ruang kembali bagi pembicaraan tentang pendidikan seksualitas. Absennya pendidikan seksualitas dalam kurikulum bagi pendidikan formal

In this paper I wish to explore the notions of gender and equality through a critical engagement with the dialectic of difference established by the contemporary interdisciplinary thinker Luce Irigaray. Her model opens up a space for dialogue that is not only useful to re-think feminine subjectivity but instead proposes a framework for a living of all humans as autonomous subjects. Moving away from an ocularcentric and narrative- driven encounter with cinematic texts, I seek to foreground the haptic quality of film, re-thinking feminine subjectivity and creating Irigarayan moments that draw both outwards and inwards in the attempt to create a story that offers a space for dialogue. By doing so, I hope to create a model that allows for a (re)thinking of difference and equality with and alongside film.

"Abstract:
This paper reads the fragmented life stories of four young black women in the UK, at a transitional point of their lives, when they are making decisions about their post-compulsory education. We argue that the notion of nomadism is a useful, albeit not unproblematic, tool to theorize the multifarious ways that these black young women negotiate subject positions, make choices and shape their lives. We further trace how these women are struggling against fixity and unity and attempting to speak and act outside or beyond the positions available within the collectivities to which they belong. Finally, we point out that in travelling around unstable and contradictory subject positions they are sometimes caught up within fears of distortion, and ultimately choose to remain 'at home'. This 'home', however, is rather formless and uncentred and, far from being easily localizable and defined, interrogates ideas and perceptions about territories and borders. It is through this 'new image', that we can perhaps start thinking about 'being at home' in different ways, beyond restrictions and limitations of families, classes, gender groups, races or nations."

¿Qué clase de respuestas feministas emergen en las aulas ante la crisis eco-nómica, política, medioambiental y educativa generada por el avance de la derecha neoliberal? Desde su primera edición en inglés, el libro Teaching Gender. Feminist Pedagogy and Responsibility in Times of Political Crisis (2017) ha buscado contestar esta pregunta con una perspectiva transnacional (cono-cimientos situados en España, Reino Unido, Polonia, Portugal y Austria) e interdisciplinar (estudios de cine, filosofía feminista, arteterapia, inglés como lengua extranjera, ciencia y arte). La edición española nace con el objetivo de llegar a un público más amplio en el ámbito hispanohablante y añade dos capítulos en los que se condensan ideas de los dos bloques que estructuran el libro: los primeros tres capítulos se centran en las transformaciones neoli-berales a las que se ha visto sometida la universidad, mientras que la segunda parte presenta diversas experiencias en las que se han puesto en marcha pedagogías feministas como respuestas responsables ante la crisis. En vez de conclusiones, lo que se plantea es una invitación a reinventar el libro a partir de la puesta en práctica del listado de tareas que todos los capítulos ofrecen. Los contenidos de la revista se publican bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional (CC BY 4.0)

Lynch J 2007, 'Introduction: Exploring the gender and IT problem and possible ways forward'. In Lynch J (ed), Gender and IT: ongoing challenges for computing and information technology education in Australian secondary schools, Common Ground Publishing, Altona, Australia, pp.1-26.

(Hautes écoles pédagogiques et institutions assimilées de Suisse romande)
Ancrée dans la théorie de Bourdieu, cette étude examine le ‘champ scolaire’ et l’intégration de normes sexuées relatives à l’humour, ces normes faisant partie des conditions à la construction d’un habitus genré. A partir de l’analyse de
cinq vidéos enregistrées dans des classes de pré-adolescents et d’adolescents, sont repérés les différents types d’humour et leur fonction et les conditions dans lesquelles les plaisanteries sont initiées et reçues. Ayant observé une différence
entre les deux groupes, on émet l’hypothèse d’une construction de l’identité sexuée à travers le fait de plaisanter (ou non), de la manière dont on le fait et avec qui (autres élèves ou professeurs).
Mots clés : humour, milieu scolaire, différence sexuée, approche sociolinguistique, documents vidéos.