Towards Gender-Sensitive Education : a Handbook for Teacher Trainers
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TOWARDS GENDER– SENSITIVE EDUCATION Edited by Co-funded by the Dagmar Krišová Erasmus+ Programme Lenka Polánková of the European Union „The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.“ The publication is an output of a project “Towards Gender Sensitive Education” (2017-1-CZ01-KA201-035485) implemented by five organizations: Masaryk University (MU), Gender Information Centre NORA (GIC NORA) from the Czech Republic, Eötvös Loránd University (ELTE), Hungarian Women’s Lobby (HWL) from Hungary, and Association for the Development of Feminist Education and Teaching Models (EfEU) from Austria Editors Dagmar Krišová and Lenka Polánková Authors Kateřina Hodická (GIC NORA), Borbála Juhász (HWL), Dagmar Krišová (MU), Jakub Kriš (MU), György Mészáros (ELTE), Lenka Polánková (MU), Dorottya Rédai (ELTE), Réka Sáfrány (HWL), Claudia Schneider (EfEU), Renate Tanzberger (EfEU) Proofreading Simon Milton Graphic layout and setting Helena Kopecká © 2020, Towards Gender Sensitive Education: Brno, Budapest, Vienna gendersensed.eu Co-funded by the Erasmus+ Programme of the European Union Content INTRODUCTION | 5 1 DRAMA AS A WAY OF EXPLORING THE WORLD | 10 2 THEMES AND ACTIVITIES | 14 2.1 Getting Started | 15 Moving in Space ..................................................... 16 Mapping ............................................................. 17 Find Someone Who Fits the Description / Bingo ....................... 18 True or False ....................................................... 19 Journal – Diary – Notebook .......................................... 20 Sharing at the Beginning ............................................ 22 Error-friendliness, Safe Space ...................................... 23 2.2 Gender (in)Equality in Society | 25 2.2.1 Gender | 25 When One Says “Gender” ........................................ 26 Opinion Line About Gender ..................................... 27 Debate – Equal Opportunities .................................. 29 Google Images for Men and Women ............................... 30 A Short History of Gender, Sexuality, Family, Education, and Political Participation .................................. 31 Millionaire Show .............................................. 33 Cartoons ...................................................... 35 Meanings of “Gender” – Text Mosaic Activity ................... 37 2.2.2. Gender Socialization | 39 The Sentences We Have Heard ................................... 40 Childhood Memories of Being Girls and Boys .................... 43 Growing up to Be a Man – Brainstorming Jigsaw Puzzle Activity 45 Masculinity Studies ........................................... 47 Memories of School – Image Theater ............................ 48 2.3 Gender (in)Equality in School | 51 2.3.1 School in Society, Society in School | 51 Societal Factors Inside and Outside Schools ................... 52 Gender Stereotypes in School - Sociodrama Giving Voice ........ 53 2.3.2 Gender-sensitive Teaching | 55 School Subjects Through a Gender Lens 1 ....................... 57 School Subjects Through a Gender Lens 2 ....................... 59 Gender-sensitive Lesson Planning .............................. 60 Language ...................................................... 62 Checking Textbooks for Gender Bias ............................ 64 Gender-sensitive Teacher Acting in School – Improvisation ..... 67 In the Sex Education Class – Teacher in the Role .............. 69 Principles of Gender-sensitive Education ...................... 71 Feminist Pedagogy ............................................. 72 List of Resources ............................................. 73 2.3.3 Career Choice | 74 Video Screening ............................................... 75 Career Choice – Role Play ..................................... 76 2.3.4 LGBTIQ* People in School | 77 Homophobic Bullying – Forum Theatre ........................... 78 2.3.5 School-related Gender-based Violence | 80 Where Do I Stand? Opinions on School-related Gender-based Violence ...................................................... 81 Reactions to Teacher’s Sexist Comments – Forum Theatre ........ 83 Teacher’s Abuse of Power and Sexual Harassment – Group Improvisation ........................................... 85 School-related Violence Against Girls ......................... 87 Activity About Intimate Partner Violence, Part 1 and 2 ........ 89 2.4 Out-of-class Activities | 91 Observation: Attributions ........................................... 92 Observation: Interaction ............................................ 93 Observation: School Environment ..................................... 95 Sexual Harassment and Violence in Schools and Children’s Institutions – Media Analysis ....................................... 97 Textbook Analysis ................................................... 98 Reading ............................................................ 100 2.5 Wrap-up / Evaluation Activities | 103 Short Feedback Activities .......................................... 104 Automatic Writing .................................................. 106 Sharing in a Circle ................................................ 108 Written Feedback About the Course .................................. 109 2.6 Collection of Stories That Can Be Used for Drama Activities | 110 2.7 Videos | 115 Gender (2.2.1) The Light .................................................... 116 Equal Pay .................................................... 117 “Genderology” (Dzsenderológia) ............................... 118 Reversed Gender Roles: If Women’s Roles In Ads Were Played By Men ....................................................... 119 Gender Socialization (2.2.2) Girl toys vs. boy toys: The experiment – BBC Stories ........ 120 The Best a Man Can Get ...................................... 121 We Believe: The Best Men Can Be ............................. 122 American Male ............................................... 123 Gender-sensitive Teaching (2.3.2) Inspiring The Future – Redraw The Balance ................... 124 Career Choice (2.3.3) Career Counselling .......................................... 125 LGBTIQ* People in School (2.3.4) What It’s Like To Be Intersex ............................... 126 Homophobic Bullying ......................................... 127 School-related Gender-based Violence (2.3.5) Sexual Harassment ............................................ 128 Tea and Consent .............................................. 129 Out-of-class Activities (2.4) Parallel Scene: This Way or That Way ......................... 130 Double Standard .............................................. 131 3 COURSE SCENARIOS | 132 Course for Teacher Students – Masaryk University (MU) .................... 134 Course for Teacher Students – Association for the Development of Feminist Education and Teaching Models (EfEU) ......................... 137 Course for Teacher Students – Eötvös Loránd University (ELTE) ............ 140 Course For Teachers – Gender Information Center NORA ..................... 143 Course for Teachers – Hungarian Women’s Lobby (HWL) ...................... 145 4 APPENDICES | 148 Appendix 1 – Mapping ..................................................... 149 Appendix 2 – Find Someone Who Fits the Description / Bingo ............... 150 Appendix 3 – A Short History of Gender, Sexuality, Family, Education, and Political Participation .............................................. 151 Appendix 4 – Millionaire Show ............................................ 153 Appendix 5 – Meanings of “Gender” – Text Mosaic Activity ................. 156 Appendix 6 – Masculinity Studies ......................................... 159 Appendix 7 – School Subjects Through a Gender Lens 1 ..................... 160 Appendix 8 – Gender-sensitive Lesson Planning ............................ 164 Appendix 9 – Principles of Gender-sensitive Education .................... 168 Appendix 10 – Feminist Pedagogy .......................................... 170 Appendix 11 – List of Resources .......................................... 171 Appendix 12 – School-related Violence Against Girls ...................... 172 Appendix 13 – Activity About Intimate Partner Violence, Part 1 and 2 ..... 174 Appendix 14 – Observation: Attributions .................................. 176 Appendix 15 – Observation: Interaction ................................... 179 Appendix 16 – Observation: School Environment ............................ 182 Appendix 17 – Written Feedback About the Course .......................... 184 BIBLIOGRAPHY | 185 2 THEMES AND ACTIVITIES | INTRODUCTION TOWARDS GENDER–SENSITIVETOWARDS EDUCATION 5 This publication introduces the best practices of the gender-sensitive courses which were held within 6 the Erasmus+ project Towards Gender-Sensitive Education (TGSE), and is designed to serve as a toolkit for teacher trainers and lecturers who aim to sensitize teachers and pre-service teachers to the topic of gender in education. Increasing the gender sensitivity of teachers is an important step towards creating an inclusive and fair INTRODUCTION educational environment, and for achieving the goal of gender equality, which is one of the European | Union’s founding values. Teachers need methodological and theoretical support to deal with gender issues