共查询到20条相似文献，搜索用时 203 毫秒
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关于我国教育性别不平等问题的研究主要涉及三个问题:教育机会性别不均等、教育结果性别不平等及教育过程中的性别不平等。我国教育性别不平等问题的研究具有重要的现实意义,但是目前的研究没有充分关注性别问题的多元性和复杂性。笔者认为应借鉴社会性别这一概念对我国教育的性别不平等问题进行更深入的探讨。 相似文献
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西方主要女性主义理论派别的教育思想概论 总被引：2，自引：0，他引：2
在自由女性主义、激进女性主义、社会主义女性主义以及后结构主义女性主义的教育主张中,自由女性主义主张渐进地改变教育中的性别不平等,揭示了教育中的刻板印象的累积效应、权威成层,主张在教师教育中进行性别平等理念和策略方面的教育;激进女性主义揭示了教育中的父权制和女教师在父权制中的同谋问题;社会主义女性主义则揭示了教育的性别和阶级认同,指出性别生产内在于阶级再生产、阶级控制和阶级斗争之中;后结构主义女性主义者主要关注教育中的"话语"、"解构"在性别再生产中的作用,他们还从多个角度分析了"男性气质"的问题. 相似文献
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社会性别视角下的韩国中小学教育研究 总被引：2，自引：0，他引：2
韩国性别平等教育已开展多年,他们在禁止教育中的性别歧视与促进性别平等教育方面都取得了一定的成果。尽管社会性别视角下的韩国中小学教育仍存在明显的性别不平等,但他们为推进学校性别平等教育所采取的一些改革措施能够对我国学校教育改革提供借鉴与启示。 相似文献
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对劳伦斯小说《恋爱中的女人》中男女主人公的四段典型跨性别话语做实例“语篇描写”,即在系统功能语言学理论框架下,对语料(跨性别话语)进行及物性系统分析,能够揭露隐藏在跨性别话语中的男女主人公不平等的性别关系,同时能为揭示作者劳伦斯的菲勒斯意识和菲勒斯中心主义,即其意识形态和性别观,提供语言学的论证. 相似文献
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教育公平是实现社会公平的手段,同时也是社会公平的重要内容.女性主义学者追求性别平等,重视教育在消除性别不平等方面的重要作用,批判教育中的性别不平等现象.农村女童作为一个特殊的女性群体,其教育现状应引起重视.要改善农村女童的教育公平问题,需要社会、家庭、女童自身的共同努力,具体发展策略有:加快农村经济发展、完善法律法规、改变传统性别观念、构建无偏见的教育教学模式. 相似文献
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教育平等是现代社会追求的理想,性别平等则始终是西方女权运动的中心理念,教育性别平等随着女性主义的发展已成为女性主义教育研究者的一个重要课题.本文从社会性别角度对我国女性高等教育中的性别平等问题进行分析,并提出了对策. 相似文献
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田穗 《重庆第二师范学院学报》2009,22(2):92-94
教育平等是现代社会追求的理想,性别平等则始终是西方女权运动的中心理念,教育性别平等随着女性主义的发展已成为女性主义教育研究者的一个重要课题。本文从女性群体可持续发展的角度对我国女性教育中的性别平等存在的问题进行分析,并提出相应的对策。 相似文献
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曲书苇 《大学.研究与评价》2022,(5):25-28
自改革开放以来,中国制定了一系列法律法规以保障女性平等接受教育的权利,追求教育上的性别平等.党的第十九届四中全会提出"国家制度和国家治理体系现代化的本质是人的现代化.人性平等尊严是人的现代化课题中的应有之义,这是现代文明的共识".性别平等教育是男女平等事业发展的基础,更是人民权利和事业不断进步的重中之重.文章将从性别不... 相似文献
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批评性话语分析是国外近二十年来兴起的一种话语分析方法。尽管批评性话语分析对权势与控制的方方面面多有涉及,但社会不平等尤其是性别不平等在这一话语分析方法下却鲜有论及,本文将着力探讨这一问题。在分析性别不平等表现的同时,以批评性话语分析为方法论分析形成原因和解决的途径。 相似文献
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This paper examines gender biases in school textbooks after a decade long effort by the ministry of education (MoE) Pakistan and international organisation (IOs) to eliminate all forms of gender inequality in education. The intention underpinning these initiatives was to nurture a view of gender equality based consciousness through the introduction of more positive gendered images into school textbooks in Pakistan. However, the study discussed in this paper discovered that schools textbooks are still embedded with gender-biased messages and stereotypical representations of male and females. Gender biases in 24 textbooks (Urdu, English and Social Studies) from class 1 to 8 were analysed with the help of a qualitative content analysis approach. The paper draws attention to the insouciant approach taken by the MoE and IOs towards the goal of gender equality. The study found that, despite the prevailing claims of achievements, the new textbooks are ideologically invested – and contribute to the perpetuation of gender inequality. In this context, the gender blindness of the curriculum designers and textbook authors is a matter of serious concern. 相似文献
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Ann S⊘yland Anne-Marit Skarsb⊘ Nina Amble Lise Christensen Anna Ølnes 《Higher Education in Europe》2000,25(2):147-153
The vision behind the work of the gender equality advisors in Norwegian universities and the Research Council of Norway is that of full equality between women and men in all areas and at all levels of the sector of higher education. The Network of Gender Equality Advisors in Higher Education and Research was formed in 1994. Both good and less good news can be reported on the work accomplished so far. A double strategy is applied to tackle gender inequality: mainstreaming and special commitment. 相似文献
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性别差异研究是一个非常普遍的研究课题,许多研究领域都对它给予了重视。从广义的角度出发对两性在语言交际中的差异与特征进行文献回顾和探究,在此基础上探讨了在狭义的语境——英语课堂中,性别差异对英语课堂话语的影响。 相似文献
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Emma Rich 《International Studies in Sociology of Education》2013,23(2):131-156
This article presents data from a series of life-history interviews with female student teachers of physical education. The intention is to forge links between the experiences of female student teachers, and their 'gender positioning' within the micro-politics of teacher education and the wider discourse that informs these interactions. On first entering teaching these women tended to adopt or enter 'survival mode', which endorsed particular professional identities that were consolidated by a form of instrumental rationality. These professional identities were closely tied to conventional conceptions of masculinity, and legitimated and contributed to, the reinforcement of particular gender inequalities in teacher education. The analysis suggests that a liberal discourse of equal opportunities masks the institutionalisation of social 'otherness' and inequality and supports the 'essentialisation' of male and female identities. 相似文献
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《校园英语(教研版)》2016,(15):210-211
Gender discourse was paid much attention in recent years. The primary objective of this fundamental research is to perceive the distinction between direct and indirect in gender discourse. The method used in this study is known as contrastive and analysis which illustrates men and women's differences. 相似文献
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《Africa Education Review》2013,10(5):86-101
AbstractThe persistence of gender inequality in education in Africa is due to poverty, cultural beliefs and traditions linked to gender-role expectations. This article presents the findings of a study that evaluated the outcomes of the United States Agency for International Development (USAID)-funded Gender Equity through Education (GEE) programme aimed at increasing the participation of girls in education through scholarship and mentoring activities in South Sudan. Using a convergent mixed-method design and feminist critique of gender difference in education approach as the theoretical framework, the study established that the GEE programme was only partially successful. Though increased enrolment and completion of studies by female students in secondary schools and teacher training institutions was noted, the programme failed to deconstruct the prevailing gendered power relations that subordinate women and may have intuitively strengthened them. The programme sought to bring about changes in the educational milieu through modifications of policies and practices related to education access and retention rather than engage in a process leading to a seismic shift in attitudes towards gender in the society. 相似文献
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Susan Garnett Russell 《比较教育学》2016,52(4):492-515
This paper investigates global gender policy discourses within the education realm in post-genocide Rwanda. Drawing on interview data from students in seven secondary schools and Unterhalter’s gender framework (Unterhalter, Elaine. 2007. Gender, Schooling and Global Social Justice. New York, NY: Routledge), I analyse the extent global discourses are integrated into national education documents and how students understand global discourses around ‘gender equality’. I find that in national education policies and texts, discourses around gender equality are framed as a means to development, as a human right, and in relation to the past conflict rather than for the transformation of patriarchal structures. Similarly, students draw on themes from global policy discourse around development and rights but at the same time ‘re-gender’ this for a local context, propagating a public/private divide and cultural and biological stereotypes. Consequently, gendered hierarchies and biases persist in student attitudes. Findings carry important implications for the limitations of global gender policy discourses and the challenges of changing gender norms in a post-conflict context. 相似文献
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Gender issues in education are not simply a woman's problem. They constitute a more general problem of theorising about the nature and processes of education. Where studies advocate the eradication of inequality via education it is most often teachers who are seen as the crucial agents of change. Despite this recognition, surprisingly little attention has been paid to preparing teachers for taking on such a task. This paper considers, firstly, how and why teacher education in England and Wales largely fails to provide a framework or ethos conducive to the inclusion of a gender perspective. Secondly the paper examines some of the ways feminists are responding, arguing that despite institutional and informal resistance, good anti‐sexist work in teacher education is happening and should not be overlooked. 相似文献
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Wang Li-Ching 《Chinese Education & Society》2014,47(4):23-31
Gender mainstreaming and gender equity education are specific practices for creating a gender-equitable society. Gender mainstreaming tools can be used to help educational institutions engage in more thorough consideration when implementing gender equity education. This article addresses gender mainstreaming, gender equity education, and the concept of gender mainstreaming in the education system, followed by a discussion of mainstreaming methods using two actual cases. The author argues that providing professional assistance and setting up a school gender equity education committee are ways to improve the quality of gender mainstreaming in schools. To promote gender mainstreaming in schools, education authorities can begin by proposing small-scale experimental programs and scale them up gradually. This will achieve superior results, and schools can also use the experiences of other schools as reference points. 相似文献