Gender in Early Childhood Revisited

1998 ◽  
Vol 23 (1) ◽  
pp. 29-34 ◽  
Author(s):  
Marjory Ebbeck
Keyword(s):  
Early Childhood ◽  
Gender Equity ◽  
Gender Issues ◽  
Poststructural Theory ◽  
Feminist Poststructural Theory

The debates on children's socialisation and, recently, in this respect, on gender issues continues to flourish. The current vogue is to view feminist poststructural theory as a basis for framing gender equity programs in early childhood (MacNaughton, 1997, p.23). This paper proposes that the issues of gender equity are complex and cannot be addressed solely by taking a feminist poststructural approach or, for that matter, any one approach. What is important, this paper will argue, is the adoption of a view which embraces the wider issues surrounding gender and the formulation of an approach which recognises that the socialisation of both boys and girls needs more than an application of any one theory.

scholarly journals NSF Grant: AGU and Partners Aim at Gender Issues in Geosciences

Eos ◽  
2017 ◽  
Author(s):  
Billy Williams
Keyword(s):  
Sexual Harassment ◽  
Gender Equity ◽  
Gender Issues ◽  
Environmental Sciences ◽  
Earth Space ◽  
The Earth

Funding through July 2021 supports a project in the Earth, space, and environmental sciences to promote gender equity and train scientists to recognize and counteract sexual harassment.

Critical Mass of Women Legislators and Oversight for National ICT Policy of Malawi

2018 ◽  
pp. 950-970 ◽  
Author(s):  
Frank Makoza
Keyword(s):  
Developing Countries ◽  
Gender Equity ◽  
Low Income ◽  
Critical Mass ◽  
Gender Issues ◽  
Women Legislators ◽  
Representation Of Women ◽  
The Media ◽  
Women In Parliament ◽  
Ict Policy

This article analyses how the representation of women legislators may affect the oversight of national ICT policy. The article uses Critical Mass Theory (CMT) to explain the composition of the Media and Communications Committee (MCC) of parliament. The case of Malawi is analysed, which represented a low-income economy in Africa. The article uses electoral reports and legislative documents. The results show that women legislators in the MCC achieved a critical mass despite the decrease in the representation of women in parliament. The women legislators have the opportunity to support gender issues related to ICT legislations and national ICT policy oversight. However, the functions of MCC related to national ICT policy oversight were not aligned with the gender equity strategies. This may affect the priority of gender issues in the policy oversight. The article contributes towards literature on national ICT policy oversight in the context of developing countries.

Spaces for Gender Equity in Australian Early Childhood Education in/Between Discourses of Human Capital and Feminism

2017 ◽  
Vol 42 (3) ◽  
pp. 54-62 ◽  
Author(s):  
Sheralyn Campbell ◽  
Kylie Smith ◽  
Kate Alexander
Keyword(s):  
Human Capital ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Gender Equity ◽  
Quality Standard ◽  
Early Years ◽  
Childhood Education ◽  
National Quality ◽  
Relations Of Power ◽  
Regime Of Truth

IN THIS ARTICLE WE use feminist post-structuralist concepts of discourse and relations of power to question how a neoliberal regime of truth in Australian early childhood education impacts educators currently working for gender equity with children, prior to their entry to schooling. We show how this regime of truth is endorsed and transferred in and by key documents of the Australian National Quality Framework (NQF) including the National Quality Standard (NQS) and the Early Years Learning Framework (EYLF) in which discourses of universal rights, individual freedom and choice, and human capital dominate approaches to inclusion and diversity that govern gender equity work (ACECQA, 2011, 2017a, 2017b; DEEWR, 2009; NSW Education, 2016). Our article addresses how some educators use their understandings of feminism to negotiate spaces for gender equity work within the theoretical, political and ethical tensions arising in/between discourses that constitute this neoliberal regime of truth.

scholarly journals The Long-Term Impact of Preschool Health and Nutrition on Education

2005 ◽  
Vol 26 (2_suppl2) ◽  
pp. S193-S201 ◽  
Author(s):  
Matthew Jukes
Keyword(s):  
Early Childhood ◽  
Gender Equity ◽  
Cognitive Abilities ◽  
Malaria Prevention ◽  
Long Term Effects ◽  
Health And Nutrition ◽  
Nutrition Supplementation ◽  
Infancy And Early Childhood ◽  
Long Term Impact

Malnutrition and infectious diseases in infancy and early childhood have an impact on the cognitive development of children in developing countries. The long-term effects of these diseases are less well understood. A number of studies relate early malnutrition, iron deficiency, and malaria infection to poor cognitive abilities in the school-age years. The long-term effect of randomized interventions in early childhood has been evaluated for nutrition supplementation and psychosocial stimulation of malnourished children and for malaria prevention in a community cohort. The evidence suggests that improving the health and nutrition of young children can improve their subsequent chances of attending school, the gender equity of education access, and performance of children once at school.

scholarly journals Play in child education: problematizing gender relations in school

2019 ◽  
Vol 44 ◽  
pp. 20
Author(s):  
Juliana Nascimento de Alcântara ◽  
Alfrancio Ferreira Dias ◽  
Rosana Carla Do Nascimento Givigi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Gender Relations ◽  
Gender Issues ◽  
Collective Unconscious ◽  
School Life ◽  
The Public ◽  
Childhood Education ◽  
Child Education ◽  
Made In

The purpose of this article is to discuss gender relations in early childhood education. This was a qualitative research, with observations made in classes with children between 5 and 6 years old in the public and collective environment of a Municipal School of Early Childhood Education of Aracaju, SE. The research took place between March and June 2018. The choices and ways in which the children put themselves in the games pointed to questions concerning educational practices in early childhood education, which establish the norms of the polarity of sexism in everyday school life. Finally, there is an urgent need to problematize gender issues from the earliest years of schooling. Implanted meanings in the collective unconscious need to be deconstructed and re-signified.

scholarly journals Imagining and improvising with theory and practice : a narrative inquiry with first grade students during reading workshop

2015 ◽  
Author(s):  
◽  
Shonna R. Crawford
Keyword(s):  
Early Childhood ◽  
Narrative Inquiry ◽  
Aesthetic Experience ◽  
First Grade ◽  
Theory And Practice ◽  
Deleuze And Guattari ◽  
Reading Workshop ◽  
Poststructural Theory ◽  
Early Childhood Literacy ◽  
Literacy Research

This paper illuminates the possibilities of thinking with poststructural theory when storying an emerging process of engaging in research with young children. The purpose of this paper is to describe processes, tensions, and imaginings while infusing poststructural theories into conversations with data (Deleuze and Guattari, 1987; Lenz Taguchi, 2010; Olsson, 2009). Currently much of early childhood literacy research (Park, 2011; Scull, Nolan and Raban, 2013; Vera, 2011) reports outcome-based findings and implications. While this research is informative, the emphasis is often on children as subjects and/or products/performances resulting from the research. In our narrative inquiry, we (first grade students, teacher, myself) worked together to explore ways students participated in a narrative inquiry about reading during reading workshop. While researching we experienced the ebb and flow-shifts and changes, tensions and challenges, joys and imaginings--of what it meant to participate in research. Thinking rhizomatically with our stories illuminated ways these shifts were initiated by lines of flight-- departures from the norm (Deleuze and Guattari, 1987; Kuby, 2013; Leander and Rowe, 2006). Lines of flight created new trajectories for our research including new ways of participating as we worked toward non-hierarchical relationships with young students. The improvisational nature of participation prompted an imaginative storying of our research through a jazz metaphor. This metaphor revealed relational improvisation with people and with materials as productive for students, teacher, and researcher as we produced our research. Ultimately our research invites practitioners and researchers to embrace teaching as an art, and learning as aesthetic experience.

scholarly journals Examining Gender Representation in an Indonesian EFL Textbook

2020 ◽  
Vol 13 (1) ◽  
pp. 183-207
Author(s):  
Zango Anisa Agni ◽  
Endang Setyaningsih ◽  
Teguh Sarosa
Keyword(s):  
Content Analysis ◽  
Gender Equity ◽  
Visual Representation ◽  
Gender Issues ◽  
Gender Stereotyping ◽  
Gender Representation ◽  
Indonesian Government ◽  
Careful Treatment ◽  
Males And Females ◽  
The Government

Considering its influential role in students’ behavior and attitudes, a textbook has to reflect balanced images and information about males and females. It also has to support broad choices and many roles for both sexes to avoid unjust or bias gender issues. This study aimed at examining whether an EFL textbook published by the Indonesian government promotes gender equity by (1) mapping the proportion of textual and visual representation of males and females in the textbook; (2) describing how males and females are treated in the textbook. Through content analysis, the study revealed that the book is gender-biased as indicated from unbalanced (1) textual and visual representation (2) variety of activity, role, and occupation, (3) order of mention, and (4) adjectival portrayal. In all indicators, the female is underrepresented, hidden, and framed within traditional gender stereotyping.  Reflecting on these findings, revision by the government and/ or careful treatment by teachers when using the book are ushered.  Keywords: bias, content analysis, gender representation, gender stereotype, textbook.

Teacher Understandings of and Commitment to Gender Equity in the Early Childhood Setting

2005 ◽  
Vol 30 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Kerrin Lee-Thomas ◽  
Jennifer Sumsion ◽  
Susan Roberts
Keyword(s):  
Early Childhood ◽  
Gender Equity ◽  
Local Level ◽  
Early Childhood Teachers ◽  
Gender Inequity ◽  
Childhood Education ◽  
Gender Based ◽  
And Gender ◽  
Feminist Poststructuralist ◽  
Early Childhood Settings

Despite considerable examination of gender and gender equity within early childhood education, gender inequity remains problematic in many early childhood settings. Using qualitative methods, the study reported in this article investigated four early childhood teachers' understandings about gender and their commitment to promoting gender equity. It adopted a triangulated investigation of the teachers' understandings, attitudes and commitment to gender equity that involved talking with the teachers about their practice, observing their pedagogic practice, and inviting them to reflect on gender-based scenarios. While the participants believed gender to be a significant issue for early childhood teachers, their understandings about many aspects of gender and gender equity were heavily grounded in socialisation theory. In addition, their reliance on socialisation theory seemed to contribute to a sense of fatalism regarding their capacity for intervention. The study concludes that engaging with feminist poststructuralist theory may enhance teachers' understanding about gender and gender equity and offer a way of intervening effectively at the local level.

Czynniki mające wpływ na podejście do zachowań autoseksualnych z uwzględnieniem aspektu ginekologii wieku rozwojowego i medycyny rodzinnej w kontekście uwarunkowań historycznych

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Jacek Boroch ◽  
Grażyna Jarząbek-Bielecka ◽  
Arkadiusz Filewski ◽  
Witold Kędzia
Keyword(s):  
Early Childhood ◽  
Family Medicine ◽  
Historical Context ◽  
Gender Issues ◽  
Sexual Education ◽  
Behavioral Disorder ◽  
Family Doctors ◽  
Factors Influencing ◽  
Developmental Age ◽  
Psychological Significance

Autosexual behavior (masturbation, onanism, ipsis, self-abuse) is still a taboo subject for patients of family doctors. They consist in stimulating the genital organs most often, ending with orgasms. The analysis of factors influencing the approach to the phenomenon of masturbation with particular emphasis on early childhood masturbation in the historical approach including aspects of gynecology of the developmental age and family medicine was analyzed. Attention is drawn to the problem of early childhood masturbation, which has specific medical and psychological significance. There is a need for proper sexual education of children, adolescents and parents, which is one of the tasks of a family medicine specialist. The historical context allows us to understand how, through history, the reference to gender issues has changed, including autosexual behavior in various societies, cultures and philosophical systems, as well as to understand the direction of modern sexology. There is a need of sexual education not only for children and adolescents, but also for adults – in the aspect of early childhood masturbation there is a constant need for pedagogical-psychological and medical care over families. It is worth remembering that sometimes masturbation may be a behavioral disorder as a result of sexual harassment. There is a need for proper sexual education of children, adolescents and parents, which is one of the tasks of a family medicine specialist.

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