Gender equality in the works
Introduction
Would you keep the initial proposal to program in curricula to work gender equality transversely? Why? In my view, the proposal to introduce gender equality in a transverse way in a process of analysis and redefinition of curricular models and that contributes to a non -sexist education should be maintained: from the basic contents to the elaboration of the SAs. From the organization of the center to the communication relations in the classroom. From the methodological orientations to the design of activities. From the establishment of the evaluation criteria to the design of observation instruments.
Developing
It must be present even in the hidden curriculum, in the internal culture of the center: interpersonal relationships, norms of behavior, use of the sexist forms of language, in the selection of materials, use of sports patios and activities, approach to ICT,promotion of games and toys. For this, I consider it essential to coordinate by the teaching team creating moments for the development of common criteria in the development of gender equality, in the values that are intended to be transmitted and that is linked to all curricular areas. This contributes to integrated and significant learning by students.
It raises four or more concrete measures that you would propose to implement in the Coexistence Plan (and remember that they must necessarily be coordinated with the Equality Plan). Concrete measures from the pedagogical/didactic field: use songs, poems, riddles, tongue twisters, references and models that contribute to offer a new and more according to equality between the sexes between the sexes. Promote the reading of stories and books that foster coexistence and gender equality. An example of this could be: my school and the world. His adventures are the pretext to explain values such as solidarity, justice or equality.
The Children’s and Coeducative Child and Youth Reading Guide "The Violet Backpack" (Ministry of Education of the Canary Islands) a selection of stories and stories that educate in equality, addressing many topics: gender roles and stereotypes, sexual diversity, plurality ofFamily models, self – esteem, prevention of gender violence, visibility of women in history, new masculinities, fight against homophobia. Books of the "Plan for Equality" (Junta de Andalucía) that offer teachers didactic instruments to work in the centers. The contents of these publications include from "Good Practices Guide".
"Experiences for autonomy and daily life" do you know?, "Interculturality, feminism and education" "Tell counts" and others that cover a wide set of experiences and knowledge that promote coeducation. Teacher training in equality and coeducation because what is not known is not recognized and, therefore, cannot be applied. Include, as I have mentioned above, in the curriculum and therefore in the different curricular areas, an inclusive treatment with women’s contributions in the different fields of knowledge (mathematician, science, technology).
Reflect with students about their absence or presence without prominence as a historical consequence of their exclusion. In this way, the scientific and technological vocations among the students through text readings envelopes important and famous women will be promoted from the center, from the center. You can invite women to exercise models in scientific areas or sports to give talks. Professions that retain male stereotypes can be presented and promotes models in which man is sensitive, helpful and communicative (nurses, teachers, professional dancers).
Avoid attributing trades in a stereotyped way, from domestic tasks to the performance of responsibility positions. Use a non -discriminatory or pejorative language, as well as address students with the same voice nuance. Avoid difference of treatment by teachers in terms of sexual assessment, discipline, expression of manners ("it seems a lie that you are a girl", "children do not cry"). Review and select the didactic materials to be used, taking into account the gender perspective and ensuring that the messages they show are not reinforcing a limited idea of the possibilities of each sex.
Organize the participation of boys and girls in class tasks, equally sharing the responsibilities of cleaning, maintenance, care and organization of the material. Promote similar attitudes for boys and girls regarding self-care, the expression of their feelings. Use active and inclusive methodologies that favor coexistence, cooperative and services learning, metacognition, ABP, the use of school radio, etc. Concrete measures from the organizational field: carry out a study of the percentage of men and women in the educational community.
And establish equitable percentages to ensure the participation of both sexes in decision making. Applicable to both delegates and management positions. Make use of non -sexist language on panels, murals, posters, printed paper (circular, informative notes …), classroom decoration. Eliminate groups depending on gender and promoting the equal use of available spaces: patio, sports areas, classroom, promoting cooperative games, shared and free of sexist stereotypes. Foster indiscriminate use by the students of the classroom resources: games, toys.
Stimulate them to use those that provide them with diverse experiences. Promote spaces for coexistence and equality such as: the Bank of Friendship, classroom corners, patio spaces, murals. Measures from the scope of participation/collaboration and dissemination. Suggest resources that promote the peaceful resolution of conflicts with a gender perspective, good treatment, responsibility and care. For example, include the figure of the conflict mediator making sure that there is a balanced participation of both sexes. Collaborate with families through talks and activities that provide guidelines.
conclusion
Criteria for home to be consistent and eliminate as much as possible the transmission of stereotypes. Promote actions that encourage interpersonal relationships of the entire community in which good treatment and equal opportunities are given, denying any sexist behavior. Men still have more conflicts in the center, so it is important to develop social skills and for the peaceful resolution of conflicts, assertive communication and empathy. You can work through routines and thought skills, empathy maps, role-play. Celebrate the important dates that aim to sensitize society about aspects related to equality.
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