The present collective volume includes 10 chapters that correspond to ten studies/chapters on Gender and Teachers. The participant countries are the following: Australia, Burundi, Greece, Hungary, Japan, Lesotho, Mexico, Poland, South Africa and Saudi Arabia.
Book Author |
Various |
---|---|
Publisher |
HM Studies |
Language |
English |
Pages |
158 |
Year Published |
2014 |
All chapters are based to a research conducted by a standardized questionnaire, common for all countries. This questionnaire was focused on the main problems, attitudes, beliefs and perspectives that derived from the field of Gender issues and education as well as the attitudes of Teachers of primary education in the participant countries. The codification of the questions and the elaboration of the statistical data were also common.
All chapters according to the common instructions of writing the chapter include a short introduction, a unit on teachers status and profession in each country, a unit on gender issues concerning teachers in each country/ relevant studies, the common methodology of the presented research (use of the same questionnaire), the analysis of the data* (this analysis includes sub-units according to the group of questions oriented to a special issue asked for gender) and a bibliography.
Table of Contents
Introduction of the Editors
1. Australia
Gender, Regimes of Truth and Australian Primary School Teachers
Margaret Zeegers, Deidre Barron
2. Burundi
Teachers and Gender in Burundi
Hermegilde Rwantabagu
3. Greece
Gender Issues in Primary Education in Greece
Pella Calogiannakis, Konstantinos G. Karras, Nikolos Andreadakis, Evanthia Synodi
4. Hungary
The Gender Question in Hungary- Education, the Teaching Profession and
Stereotypes. The Concept and Issue of Gender in Educational Science
Ildikó Holik, Julianna K. Rusvai, Ilona Dóra Fekete, Tamás Tukacs
5. Japan
Gender-Based Prejudices of Japanese Child-Care and Education Professionals
Who Have ‘Internalised a Gender Consciousness’
Aiko Matsunaga
6. Lesotho
Exploring the nature of Gender Disparity in Lesotho Primary Schools:
the Primary Schools Teachers’ Voices
Malimpho E. Seotsanyana, Retselisitsoe Matheolane
7. Mexico
Exploring Basic Education Teachers’ Perceptions of Gender in Northeast Mexico
Marco Aurelio Navarro-Leal, Ruth Roux
8. Poland
Teachers and Gender- the Case of Poland
Ewa Pająk-Ważna, Iwona Ocetkiewicz
9. South Africa
Gender and the Teaching Profession in South Africa
Dr. M.J. Taole, Prof. C.C.Wolhuter
10. Saudi Arabia
Gender and Teacher Profession in Saudi Arabia
Nidhal Alahmad, Azza K.A.Khalil
Gender and Teachers 1.Gender, Regimes of Truth and Australian Primary School Teachers - Margaret Zeegers, Deidre Barron Gender, Regimes of Truth and Australian Primary School TeachersGender, Regimes of Truth and Australian Primary School TeachersHorse shoes. It‘s a wonderful game, horse shoes. There was a time when I did not let young ladies play horse shoes; I used to think it was unladylike, but I pride myself on being devoted to equality. Before long the Grade 5 girls will have their own families. They‘ll be married; they‘ll have a babe under one arm and a bucket full of washing to do in the other. We need to build up strong muscle, so I now let girls play horse shoes (Zeegers, 2011). This is part of a transcript from one of the classes given to groups of Grade 4 and Grade 5 children, who come from all over the country for a unique pedagogical experienced based on costumed drama, at the Sovereign Hill Museum Schools in Ballarat, Victoria, Australia. |
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Gender and Teachers 2.Teachers and Gender in Burundi - Hermegilde RwantabaguBurundi is a republic in East Africa. It has an essentially rural and agricultural economy. From the cultural viewpoint, Burundi is basically a monolingual nation, Kirundi, the national language, being supplemented by French as the language of administration and teaching at intermediate and higher levels. It achieved independence in 1962 after 40 years of Belgian colonial rule. |
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Gender and Teachers 3.Gender Issues in Primary Education in Greece - Pella Calogiannakis, Konstantinos G. Karras, Nikolos Andreadakis, Evanthia SynodiThis paper reports part of the data collected through a questionnaire regarding gender issues in education. The data suggest that Greek teachers still hold sexist attitudes towards children and each other. However, there seems to be a tendency to break away from sexist attitudes towards children and to a lesser extent towards women. It is part of a larger study on gender in organized by the Faculty of Education, Department of Primary Teachers Education/ Centre of the Study of History of Education and Teaching Profession University of Crete, Greece (C.S.R.H.E.T.P.). |
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Gender and Teachers 4.The Gender Question in Hungary- Education, the Teaching Profession and Stereotypes. The Concept and Issue of Gender in Educational Science - Ildikó Holik, Julianna K. Rusvai, Ilona Dóra Fekete, Tamás TukacsIn relevant Hungarian literature one encounters several definitions of the concept of gender. According to one, gender “refers to the social determination acquired and imprinted during socialization, due to which we behave as women and men” (Hadas, 1994:46). That is, the concept embraces all the norms and requirements created by society that are in connection with gender. |
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Gender and Teachers 5.Gender-Based Prejudices of Japanese Child-Care and Education Professionals Who Have ‘Internalised a Gender Consciousness’ - Aiko MatsunagaIn this study, we will show that child-care and education professionals in Japan receive lower salaries based on their genders, even after they improve their educational qualifications, and that circumstances make it difficult for them to balance having both a career and children. We will also note the possibility that child-care and education professionals who have ‘internalised a gender consciousness’ have gender-based prejudices about children. |
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Gender and Teachers 6.Exploring the nature of Gender Disparity in Lesotho Primary Schools: the Primary Schools Teachers’ Voices - Malimpho E. Seotsanyana, Retselisitsoe MatheolaneThe primary concern of the study is gender disparity in Lesotho primary schools. The main reason for looking at the gender disparity is to determine its nature of (boys in relation to girls, and men with women) in the primary school system. Considering the issue in question, some gender studies such as Mosetse, (2006) and Morojele, (2011) have concluded that there are more women than men in Lesotho. Specifically, Mosetse, (2006:25) has indicated that “women in Lesotho constitute more than 50% of the entire population of the country.” |
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Gender and Teachers 7.Exploring Basic Education Teachers’ Perceptions of Gender in Northeast Mexico - Marco Aurelio Navarro-Leal, Ruth RouxThe major assumption underlying this study is that gender refers to the cultural construction of sexual differences. Culture is understood as a set of meanings or interiorised symbolic shapes and mental structures that produce and reproduce social identities when exteriorized (Gimenez, 2000). This notion of gender does not dissociate culture from the social subjects who produce it, use it or consume it. |
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Gender and Teachers 8.Teachers and Gender- the Case of Poland - Ewa Pająk-Ważna, Iwona OcetkiewiczThe major assumption underlying this study is that gender refers to the cultural construction of sexual differences. Culture is understood as a set of meanings or interiorised symbolic shapes and mental structures that produce and reproduce social identities when exteriorized (Gimenez, 2000). This notion of gender does not dissociate culture from the social subjects who produce it, use it or consume it. |
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Gender and Teachers 9.Gender and the Teaching Profession in South Africa - Dr. M.J. Taole, Prof. C.C.WolhuterSince the mid-1990s, teacher education, professional development and practice has been at the foreground of policy debates about the quality and effectiveness of schooling and the role of education for economic development and competitiveness (Pasias & Roussakis, 2013: 40). The place of the teaching profession within the education project, in the frame of the education project’s increasingly pivotal role in society, assumes ever growing importance. |
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Gender and Teachers 10.Gender and Teacher Profession in Saudi Arabia - Nidhal Alahmad, Azza K.A.KhalilThe interest in the promotion of Education necessarily includes offering teachers equal chances of learning and joining the different fields of Higher Education. But the expectations of both the families of students and the teachers may limit joining students in special fields, as these expectations may affect the certainty and the confidence of each learner in his abilities and what he can achieve for his society. |
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