PROJETO GÊNERO E DIVERSIDADE NA ESCOLA: A GENDERED APPROACH ON THE PROJECT

Abstract This paper is based on feminist studies from a post-structuralist perspective and it aims to discuss how categories such as gender and diversity are conceptually and methodologically added in the agenda of basic education teacher training policy based on education for diversity, titled Projeto Gênero e Diversidade na Escola [Gender and Diversity in School Project] (GDE). Four GDE guiding documents between 2007 and 2011 were analyzed. A cultural analysis was carried out to argue about the unintelligibility of gender and diversity education proposed by organized politics based on how sexual and cultural diversity are treated, as well as sex and gender binarism. Its limits and potentialities were tested as a State-based agenda for a certain purpose and governance at the expense of the production of (un)viable bodies.

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LIMITED GENDER KNOWLEDGE OF ELEMENTARY SCHOOL’S TEACHERS: A CASE STUDY OF 20 TEACHERS OF SDN 28 DAN 43 RAWANG TIMUR PADANG, WEST SUMATERA)

10.31227/osf.io/4ectg ◽

2019 ◽

Author(s):

Selinaswati Selinaswati

Keyword(s):

Learning Process ◽

Primary Schools ◽

Basic Education ◽

Sex And Gender ◽

Socialization Process ◽

Gender Awareness ◽

And Gender ◽

Gender Knowledge ◽

Gender Concept ◽

Lack Of Knowledge

This research aims to describe the lack of gender knowledge of 20 teachers in two primary schools in Padang. It is assumed that teachers in primary schools are important to have gender knowledge. This is because primary schools are the basic education for pupils in building their character and constructing their mindset, especially mindset with gender awareness and gender sensitivity attitude. Thus during learning process, teachers without gender bias and lack of gender knowledge may widely spread the gender sensitivity and gender awareness in order to fight the bias gender and discrimination against women. The research takes qualitative method by using in-depth interview and distribute questioner toward 20 teachers in 2 primary schools. The result showed that most teachers in these two elementary schools lack of knowledge about gender concept. They seem likely difficult to make different among the definition of sex and gender concept. This lack of knowledge to some extent affected the learning process such as prefer to choose boys as chairman in the class, separate boys and girls in several activities. It is recommended in increasing the socialization process of gender knowledge around primary school’s teachers.

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LIMITED GENDER KNOWLEDGE OF ELEMENTARY SCHOOL’S TEACHERS :A CASE STUDY OF 20 TEACHERS OF SDN 28 DAN 43 RAWANG TIMUR PADANG, WEST SUMATERA

HUMANISMA : Journal of Gender Studies ◽

10.30983/jh.v2i2.533 ◽

2019 ◽

Vol 2 (2) ◽

pp. 77

Author(s):

Selinaswati Selinaswati

Keyword(s):

Primary Schools ◽

Basic Education ◽

Sex And Gender ◽

Socialization Process ◽

Gender Biases ◽

Gender Awareness ◽

And Gender ◽

Gender Knowledge ◽

Gender Concept ◽

Lack Of Knowledge

This research aims to describe the lack of gender knowledge of 20 teachers in two primary schools in Padang. It is assumed that teachers in primary schools are important to have gender knowledge. This is because primary schools is the basic education for pupils in building their character and constructing their mindset, especially mindset with gender awareness and gender sensitivity attitude. Thus teachers without gender bias and lack of gender knowledge plays an important role for widely spread the gender sensitivity and gender awareness in order to fight the bias gender and discrimination against women. The research takes qualitative method by using in-depth interview and distribute questioner toward 20 teachers in 2 primary schools. The result showed that most teacher in these two primary schools have lack of knowledge about gender concept and kind of difficult to make different among the definition of sex and gender concept. This lack of knowledge to some extent affected the learning process with several gender biases in facing their pupils in the school activities. It is recommended in increasing the socialization process of gender knowledge around primary school’s teachers.Penelitian ini bertujuan untuk mendeskripsikan kurangnya pengetahuan gender dari 20 guru di dua sekolah dasar di Padang. Diasumsikan bahwa guru di sekolah dasar penting untuk memiliki pengetahuan gender. Ini karena sekolah dasar adalah pendidikan dasar bagi siswa dalam membangun karakter mereka dan membangun pola pikir mereka, terutama pola pikir dengan kesadaran gender dan sikap sensitivitas gender. Jadi guru tanpa bias gender dan kurangnya pengetahuan gender memainkan peran penting untuk menyebarkan kepekaan gender dan kesadaran gender secara luas untuk melawan bias gender dan diskriminasi terhadap perempuan. Penelitian ini menggunakan metode kualitatif dengan menggunakan wawancara mendalam dan mendistribusikan kuesioner kepada 20 guru di 2 sekolah dasar. Hasil penelitian menunjukkan bahwa sebagian besar guru di kedua sekolah dasar ini kurang memiliki pengetahuan tentang konsep gender dan agak sulit untuk membedakan antara definisi jenis kelamin dan konsep gender. Kurangnya pengetahuan sampai batas tertentu mempengaruhi proses pembelajaran dengan beberapa bias gender dalam menghadapi murid-murid mereka dalam kegiatan sekolah. Disarankan dalam meningkatkan proses sosialisasi pengetahuan gender di sekitar guru sekolah dasar.Keyword: Gender, knowledge, elementary school.

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Bodies of Evidence on Prehistoric Cyprus

Cambridge Archaeological Journal ◽

10.1017/s0959774300001931 ◽

1997 ◽

Vol 7 (2) ◽

pp. 183-204 ◽

Cited By ~ 37

Author(s):

A. Bernard Knapp ◽

Lynn Meskell

Keyword(s):

Queer Theory ◽

Bronze Age ◽

The Body ◽

Feminist Studies ◽

Sex And Gender ◽

Bodies Of Evidence ◽

And Gender ◽

Point Of Departure

This study takes as its point of departure recent discussions in sociology, anthropology, queer theory, and masculinist and feminist studies on the contextual constitution of sex and gender, with its surrounding debates. We explore the adoption and implications of the body as a phenomenon in archaeology and its connection to power-centred theories. As a case study, we use a body of data comprised of prehistoric Cypriot figurines (Chalcolithic and Bronze Age), and suggest that an archaeology of individuals may be possible in prehistoric contexts. In conclusion, we suggest that archaeologists move beyond rigid, binary categorizations and attempt to prioritize specific discourses of difference by implementing constructions of self or identity

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