scholarly journals Major Tendencies in GenderTheory and the Issues of Preventive Education

2021 ◽  
pp. 14-25
Author(s):  
С.А. Ермолаева
Keyword(s):  
Gender Roles ◽  
Gender Identity ◽  
Sex Education ◽  
Individual Characteristics ◽  
Modern World ◽  
Social Changes ◽  
Socially Constructed ◽  
Self Actualization ◽  
And Gender ◽  
Creative Self

В статье описываются процессы глобального усложнения современного общества, изменения роли и взаимоотношений представителей разных полов в этом обществе, которые обусловливают актуальность проблемы предупреждения искажений процесса гендерной идентификации подростков и молодежи. Определяется сущность превентивной педагогики, значимость научного изучения процесса зарождения и развития гендерного подхода к исследованию проблемы предупреждения отклоняющегося от нормы, в том числе преступного, поведения несовершеннолетних в педагогических и других научных исследованиях с конца XIX до начала XXI века. Цель работы — рассмотреть сущность, основные тенденции и перспективы развития гендерного подхода вместе с анализом социологического, культурологического, антропологического и других методологических подходов к научным исследованиям по данной проблеме. В статье представлена сущность теории полоролевого воспитания, теории развития гендерной идентичности, теории социального конструирования гендера, гендерной схемы социализации и др. Выдвинута и подтверждена исследованием гипотеза о том, что для предупреждения искажений гендерной идентификации, которая порождает не только девиантное, но и преступное поведение подростков, педагогам важно искать и реализовывать новые подходы, использовать новое содержание и методы гендерного воспитания в условиях семьи и образовательных организаций. Представлены актуальные аспекты гендерного подхода, связанные с учетом педагогом индивидуальных, возрастных и половых особенностей детей в воспитании, оказанием профессиональной педагогической помощи в гендерной идентификации, связанной с позитивным самоопределением, творческим самовыражением и самореализацией личности. Данные положения выступают основными условиями предупреждения и решения проблем превентивной педагогики. Обоснована необходимость дальнейших научных работ по формированию гендерной компетентности педагогов и готовности их к решению проблем организации гендерного воспитания в современной школе. The article descries complex social changes related to the making of the modern world, such as the transformation of gender roles, for example. These social changes make it necessary to prevent distorted gender identities in teenagers and young adolescents. The article focuses on the essence of preventive education. It underlines the necessity of investigating the issue of distorted gender identity and deviant behaviours in adolescents. It analyzes scholarly research devoted to the investigation of the abovementioned issues in scholarly works of the late 19th – early 21st centuries. The aim of the article is to investigate the essence of gender theory, its major trends and prospects of its development in combination with sociological, cultorological, anthropological and other methodological approaches. The article focuses on the essence of sex education, gender identity, socially constructed gender roles, gender socialization patterns, etc. The author hypothesizes that in order to prevent distorted gender identity, which provokes deviant behaviour and criminal behaviour in adolescents, teachers should be constantly searching for and implementing new approaches, new methods and new content of gender education in family and classroom environments. The article maintains that in order to ensure students’ self-acceptance, self-actualization and creative self-expression, teachers should take into consideration individual characteristics, age, and gender characteristics of the their students, which is an inalienable prerequisite of preventing and solving problems of preventive education. The article substantiates the necessity of further investigation of teachers’ gender competence and their professional readiness to solve gender-related problems in modern schools.

Vietnamese Weddings

2011 ◽  
Vol 32 (1) ◽  
pp. 109-120 ◽  
Author(s):  
Thuc-Doan T. Nguyen ◽  
Russell Belk
Keyword(s):  
Public Policy ◽  
Gender Roles ◽  
Social Relations ◽  
Social Values ◽  
Well Being ◽  
Social Changes ◽  
Policy Changes ◽  
Historical Role ◽  
And Gender

This article examines the historical role of marriage and wedding rituals in Vietnam, and how they have changed during Vietnam’s transition to the market. The authors focus on how changes reflect the society’s increasing dependence on the market, how this dependence impacts consumer well-being, and the resulting implications for public policy. Changes in the meanings, function, and structure of wedding ritual consumption are examined. These changes echo shifts in the national economy, social values, social relations, and gender roles in Vietnamese society during the transition. The major findings show that Vietnamese weddings are reflections of (1) the roles of wedding rituals as both antecedents and outcomes of social changes, (2) the nation’s perception and imagination of its condition relative to “modernity,” and (3) the role of China as a threatening “other” seen as impeding Vietnam’s progress toward “modernization.”

scholarly journals The Technology of Media Culture usage in the Educational Environment: Development of Creative Self-Actualization

2019 ◽  
Vol 8 (10) ◽  
pp. 2819-2826
Keyword(s):  
Personal Characteristics ◽  
Pilot Project ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Media Culture ◽  
School Students ◽  
Self Actualization ◽  
Moscow School ◽  
Creative Self ◽  
Independent Work

The article looks at the experience of building a media environment at school as a system of self-education and self-development for modern teenagers. The authors present a model of development of teenagers’ creative self-actualization in the media educational environment, the technology of media culture use in the educational environment and an original diagnostic methodology for determination of the degree of development of school students’ creative self-actualization based on assessment of independent work carried out by teenagers (media projects creation) taking into account emotional and semantic visualization of information and the symbolism of associative-semantic connections to evaluate the quality of the conducted work. As a result of the performed experiment, the authors identified personal characteristics shown by school students in the course of their work on media projects and developed a typology of dominant activities that includes four types of individual characteristics observed in school students: analytical, informational, proactive and synthetic types. Based on this typology the authors have determined the relevance and necessity for differentiation of work with teenagers of different ages in various forms of media educational environment and development of their individual educational paths. Correspondingly, a four-stage mechanism of introduction of a teenager into a media educational environment has been suggested providing for the integration of art into the educational environment. The article presents the results of a pilot project that was carried out in state budgetary educational institutions located in Moscow: School no. 1253, School no. 171, School no. 89 and in the children's creative center Trubetskoy Estate in Khamovniki. The article is intended for scientists, teachers, pedagogues and methodological experts who deal with the issues of media education.

Looking the Beast in the Eye: Re-animating Meat in Nordic and British Food Culture

Animalities ◽  
2017 ◽  
Author(s):  
Karen Lykke Syse
Keyword(s):  
Gender Roles ◽  
Food Production ◽  
Food Culture ◽  
Modern World ◽  
The Real ◽  
Television Shows ◽  
Factory Farms ◽  
Industrial Food Production ◽  
And Gender ◽  
Looking Back

Syse defends Nordic and British chefs, cookbooks, television shows, and food magazines advocating for meat-eaters to face up to the animals that must be killed before they are eaten. Slaughtering one’s own pig and eating all parts of an animal from nose to tail, for example, are put forth as better ways of “respecting” animals, and as a critique of industrial food production and factory farms. In this kind of food culture, looking back nostalgically to times when people were more likely to live on farms and slaughter their own animals is seen as a way of finding “authenticity” in the modern world. This desire to “re-animate” one’s meat can construct traditional forms of masculinity and gender roles, but in Syse’s analysis it is more important to focus on the stated intentions of the chefs and writers at hand, which includes condemning the distance between carnivores and the real lives of the animals they consume.

The Devouring Empire

2018 ◽  
Author(s):  
Noriko J. Horiguchi
Keyword(s):  
Middle Class ◽  
Gender Roles ◽  
Gender Identity ◽  
Identity Shift ◽  
Food Scarcity ◽  
Imperial Identity ◽  
Occupied Territories ◽  
And Gender ◽  
The Impact ◽  
Hayashi Fumiko

This chapter studies the impact of war, empire, and gender identity in shaping food values via the depictions of food and hunger in the works of famed novelist and poet Hayashi Fumiko (1903–1951). It argues that food and the act of eating serve as metaphors for the colonial and imperial relationships between Japan, its occupied territories, and its own occupation by US forces. In addition, Hayashi's attitudes toward national and imperial identity shift between her works. For instance, in Diary of a Vagabond (1929), the hungry heroine defies and critiques normative gender roles and middle-class values in her pursuits of work and food; as a war correspondent in 1938, however, Hayashi expressed patriotic attitudes in response to food scarcity and appeared to embrace prescribed gender roles.

Gender Roles, Masculinity, and Support for Transgender Rights

2020 ◽  
pp. 83-108
Author(s):  
Michelson and
Keyword(s):  
Gender Roles ◽  
Gender Identity ◽  
Military Service ◽  
Transgender People ◽  
Traditional Gender Roles ◽  
And Gender ◽  
Levels Of Support

Prejudice against transgender people is often linked to traditional or even toxic conceptualizations of gender and gender identity and particularly to norms and expression of masculinity. Attitudes toward transgender people and rights are deeply divided by gender, with lower levels of support among men, and also by attitudes about traditional gender roles. Two experiments provide evidence that among men, threats to masculinity generate greater opposition to transgender people and rights while reassurances of masculinity generate greater support, particularly for support of transgender military service. Consistent with expectations, women who are exposed to information threatening or reassuring them of their femininity tend not to be affected.

scholarly journals How the construction of women in discourse explains society’s challenge in accepting that females commit sexual offences against children

2019 ◽  
Vol 9 (4) ◽  
pp. 155-165
Author(s):  
Claire de Motte ◽  
Gabriella Mutale
Keyword(s):  
Gender Roles ◽  
Lived Experience ◽  
Secondary Analysis ◽  
Secondary Data ◽  
Sexual Offences ◽  
Content Type ◽  
Sexually Aggressive ◽  
Socially Constructed ◽  
The Social ◽  
And Gender

Purpose The purpose of this paper is to explore the way gender and gender roles are socially constructed by those who have experience of females committing sexual offences against children. Design/methodology/approach Using a discursive approach, supported by membership category analysis, a secondary analysis of qualitative data illustrates how the social construction of gender and gender roles impacts on society’s perception of females who commit sexual offences against children. Findings Discourse analysis found three patterns employed within conversation that demonstrate how the construction of women influence society’s incomprehension of females who commit sexual offences against children: women can be trusted, women do not manipulate and groom and, women are not sexually aggressive. Research limitations/implications A limitation of this study is the use of secondary data, which cannot provide the richness or detail found in primary accounts from people with this lived experience. The difficulty in accessing this sub-population highlights the hidden nature of the topic and the need for further research in this area. Originality/value This is the first study to explore how gender discourse is used in discussions of females who commit sexual offences against children. The value of this exploration highlights the need of society to adjust their perceptions of the offending capabilities of women and to ensure the experiences of people who experience this form of sexual abuse receive support.

Masculinities and Teacher Education

2021 ◽  
Author(s):  
Darrell Cleveland Hucks
Keyword(s):  
Teacher Education ◽  
Gender Roles ◽  
Gender Identity ◽  
Police Officers ◽  
People Of Color ◽  
Teacher Education Programs ◽  
Gender Binary ◽  
Shape Learning ◽  
Values And Beliefs ◽  
And Gender

Teachers’ values and beliefs shape learning environments and reinforce and support their expectations of students’ behaviors. Overtime, students’ behavior undergoes a norming process that influences their understanding of gender roles and gender identity. While there have been political shifts since the early 1980s around gender roles; for many in 2021 these traditional dichotomous notions of gender roles for boys and girls still exist in schools. Many boys are still encouraged to be tough, strong, and emotionally devoid of feelings. For girls, many are encouraged to be polite, sweet, and emotional. Boys are still given a pass for being aggressive, and it is still quite acceptable for girls to be passive. This non-inclusive gender binary continues to damage us as adults and promotes behaviors that do not allow for the complexities regarding gender identity, and then add the factor of race to the mix, and it gets even more complicated and, all of this left unchallenged, can lead to toxic behavior. Various examples of toxic masculinity can be found in the now readily available videos of police officers’ negative engagement with people of color around the globe. Teachers still have tremendous opportunities to intervene and educate students at all levels in ways that embrace difference and create a more empathetic society—will they do it? And what are the implications for changes that must occur in how they are prepared via teacher education programs to work with diverse learners?

scholarly journals The Role of Popular Culture for Queer Teen Identities’ Formation in Netflix’s Sex Education

2021 ◽  
Vol 9 (3) ◽  
pp. 198-208 ◽  
Author(s):  
Lucía-Gloria Vázquez-Rodríguez ◽  
Francisco-José García-Ramos ◽  
Francisco A. Zurian
Keyword(s):  
Popular Culture ◽  
Gender Roles ◽  
Identity Formation ◽  
Sex Education ◽  
Role Playing ◽  
Audience Studies ◽  
And Gender ◽  
Television Plays ◽  
Tv Show

Queer teenagers are avid readers of popular culture; as numerous audience studies prove, television plays a significant role in identity-formation for LGBTIQ+ youth, providing them with the information about sexuality, gender roles or non-normative relationships usually unavailable in their educational and home environments. In this article we analyze how some of the protagonists of Netflix’s TV show <em>Sex Education </em>(2019-present) utilize popular culture as a tool to explore their desires, forbidden fantasies, and gender expressions, becoming instrumental in the formation of their queer identities in a way that metatextually reflects the role LGBTIQ+ shows play for their audiences. Such is the case of Adam, a bisexual teenager that masturbates to the image of a fictional actor featured in a 1980s action film poster; Lily, whose sexual fantasies of role playing with alien creatures are strongly influenced by spatial sci-fi; and Ola, whose onyric universe is influenced by David Bowie’s genderbending aesthetics. However, the most representative example of how popular culture influences the formation of queer identities is Eric, whose non-conforming gender expression follows the example set by the trans characters in <em>Hedwig and the Angry Inch</em>.

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