scholarly journals Gender perspective on teacher-pupil classroom interaction: Feedback and evaluation

2019 ◽  
Vol 7 (2) ◽  
pp. 172-196
Author(s):  
Margareta Basaragin ◽  
Svenka Savić
Keyword(s):  
Primary School ◽  
Gender Bias ◽  
Mother Tongue ◽  
Classroom Interaction ◽  
Cultural Identities ◽  
Gender Perspective ◽  
Unequal Treatment ◽  
Video Recordings

Various studies confirm the existence of gender bias in classroom interaction and unequal treatment of boys and girls. The aim of this paper is to determinate the differences in the type of teacher’s feedback after female and male pupils’ speech contribution and to explore whether the diverse teacher’s reaction types contribute to the development of different linguistic, gender and cultural identities of pupils in Serbian and Hungarian classes. The corpus was collected during the final year of a bilingual primary school in Subotica (Vojvodina) in 2015 and consists of the fine transcript of two audio and video recordings of mother tongue lessons in Serbian and Hungarian classes. The obtained results confirm the differences in feedback distribution and type in both classes regarding to pupils’ gender. The teachers’ feedback supports higher status of male pupils in the group (class) and in relation to the teachers.v

scholarly journals Gender Bias in Technical Vocational Livelihood Program: A Qualitative Study on the Experience of Male Students in Home Economics Strand

2020 ◽  
Author(s):  
Joseph Dave Mendoza Pregoner ◽  
Lexel Cansico ◽  
Francis Escandor ◽  
Edward Encabo
Keyword(s):  
Gender Bias ◽  
Gender Inequality ◽  
Classroom Interaction ◽  
Home Economics ◽  
Male Students ◽  
Structured Interviews ◽  
Unequal Treatment ◽  
Economics Students ◽  
Classroom Processes ◽  
Gender Divisions

This study examined whether male students dominated classroom interaction in home economics lessons and whether other classroom processes sustained gender divisions in this subject in schools. The sample included 4 males home economics students in the two classes. Data were collected during five minute observation sessions in each class and semi-structured interviews with all the students. Results were examine using thematic content analysis. This method of data analysis as a process of analyzing data by systematize in into categories based on themes, concepts or similar features. The researchers have come to know that Gender Bias or Gender inequality refers to unfair rights between male and female based on different gender roles which leads to unequal treatment in life.

Teaching multilingual literacy in Ugandan classrooms: The promise of the African Storybook

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Bonny Norton ◽  
Juliet Tembe
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Early Literacy ◽  
Urban Areas ◽  
Mother Tongue ◽  
Collaborative Work ◽  
Collaborative Study ◽  
Rural And Urban Areas ◽  
Link Type ◽  
Eastern Uganda

AbstractFor over a decade, the authors have worked collaboratively to better understand and address the challenges and possibilities of promoting multilingual literacy in Uganda, a country of over 44 million people where over 40 African languages are spoken and English is the official language. This article focuses on the diverse ways that teachers promote early literacy in large multilingual classrooms, and how the innovative African Storybook digital initiative might support primary school teachers in both rural and urban areas. We begin the article with a description of our collaborative work on the African Storybook (http://www.africanstorybook.org/) and one of its derivatives, Storybooks Uganda (https://global-asp.github.io/storybooks-uganda/). Then, drawing on a collaborative study of primary school classrooms in eastern Uganda, we analyze four common strategies that Ugandan teachers use to promote multilingual literacy in their classrooms: the use of the mother tongue as a resource; songs and multimodality; translanguaging; and linguistic strategies for classroom management. We follow this with a discussion of a 2015 teacher education workshop in eastern Uganda, which illustrates how the African Storybook can help support Ugandan teachers as they navigate the challenges of large classrooms. We conclude that the African Storybook has much promise for addressing the United Nations’ 2030 Sustainable Development Goals.

scholarly journals KEWENANGAN DAN KEDUDUKAN PEREMPUAN DALAM PERSPEKTIF GENDER: SUATU ANALISIS TINJAUAN HISTORIS

2018 ◽  
Vol 17 (1) ◽  
pp. 42
Author(s):  
Hendri Hermawan Adinugraha ◽  
Asep Suraya Maulana ◽  
Mila Sartika
Keyword(s):  
Content Analysis ◽  
Data Processing ◽  
Gender Equality ◽  
Political Life ◽  
Classical Period ◽  
Gender Perspective ◽  
Historical Approach ◽  
Analysis Techniques ◽  
Unequal Treatment ◽  
Library Research

The purpose of this study is to describe the authority and position of women in a gender perspective with an analysis based on a historical approach. This type of research was library research by using content analysis techniques in data processing. The results of this study has been shown that in pre-Islamic era in the Arab Jahiliyyah culture, women received unequal treatment with men (not indicating gender equality). But after Islam came, the teachings of Islam raised the dignity of women, which distinguishes women and men by Allah only the value of his piety. In the classical period (the prophet’s period), women have an important role in all aspects of life, such as in the field of transmission of hadith, war, commerce, and so forth. In the mid-period (Islamic dynasties period), women began to have an important role in political life and state.

scholarly journals Digital life stories in year four of primary school

2020 ◽  
Vol 13 (2) ◽  
pp. 43-49
Author(s):  
Piroska DEMÉNY
Keyword(s):  
Primary School ◽  
Digital Storytelling ◽  
Mother Tongue ◽  
Control Group ◽  
Written Text ◽  
Text Production ◽  
Starting Point ◽  
Educational Requirement ◽  
Hungarian Language ◽  
The Impact

"Abstract: In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence. (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children’s text production skills. Our aim was to design an interventionprogramme that develops primary school children’s selfexpression, text production skills, creativity but also their digital competencies. The goal is to use digital storytelling to develop children’s composition skills, including staying on the subject, creating the connection between title and content, spelling, text appearance, and reaching the desired length. In order to achieve our objective, we devised experiments involving two cohorts of children in year four of primary school who were given stories selected from Angi Máté’s book Volt egyszer egy… (Once upon a time there was a…). Using these stories as a starting point, the members of the both groups created their own stories, the experimental group applying digital storytelling, while the control group applied the technique of collage."

scholarly journals A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

2019 ◽  
Vol 14 (1) ◽  
pp. 84-106
Author(s):  
Alicia Chabert
Keyword(s):  
Primary School ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Teaching ◽  
Ecological Understanding ◽  
Attitude And Motivation ◽  
Initial Results

Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.

scholarly journals UNDANG-UNDANG PERKAWINAN DAN MARGINALISASI PEREMPUAN (Studi Kritis Terhadap Undang-undang Perkawinan No.1 Tahun 1974)

EGALITA ◽  
2012 ◽  
Author(s):  
M. Abdul Hamid, MA, Nur Fadhilah, S.HI
Keyword(s):  
Gender Differences ◽  
Human Rights ◽  
Gender Role ◽  
Gender Bias ◽  
Family Relationship ◽  
Gender Perspective ◽  
Men And Women

Gender differences which generats gender role do not need to be refused as long as they do not cause undesirable impacts. However, the problem is that gender role creates unequality structures in particular aspects such as can be found in Marital Laws. Some sections of Marital laws are considered gender bias for women. For instance, section 31  verse 3 and section 4 are categorized as irrelevant sections to build gender as well as human rights equality which been recommended by CEDAW convention (Convention on the Elimination of Discrimination Againts Women) and Act no 7/1984. Therefore, these efforts should be taken to establish the Act or the regulation based on gender perspective to achieve equality and justice for both sexes (men and women) in all aspects particularly in a family relationship.

scholarly journals Psychological and pedagogical and social dimensions of gender deprivation in education

HUMANITARIUM ◽  
2019 ◽  
Vol 43 (1) ◽  
pp. 51-66
Author(s):  
Olha Kiz
Keyword(s):  
Gender Bias ◽  
Gender Stereotypes ◽  
Interpersonal Relations ◽  
Educational Environment ◽  
Educational Process ◽  
Gender Based Violence ◽  
Social Rules ◽  
Gender Policy ◽  
Unequal Treatment ◽  
Gender Perceptions

The factors of the educational environment that have a depriving effect on participants in the educational process of both sexes in the form of unequal treatment, harassment, restrictions, exclusions or preferences, hidden or overt discrimination, any manifestations of gender-based violence have been analyzed in the article. At the macrosocial level the subject of analysis of gender deprivation in education is gender perceptions as a reflection of the state gender policy in general and the educational level in particular has been revealed. At the level of intergroup interaction there are gender stereotypes, at the level of interpersonal relations there are gender guidelines, at the intraindividual level there is a gender identity. Gender relations of participants in the educational process are considered as real practices and models of intersex interaction, determined by gender perceptions, prejudices, stereotypes, social rules, which are reflected in the minds of subjects. Gender bias is analyzed as social rules with negative and distorted content, as a prejudised opinion towards the representatives of one or another sex, which reflects the common norms of gender-specific behavior. Three components in the structure of gender bias: cognitive which is unreasonably biased, irrational thoughts about men/women in general or about their ability to be successful in some areas or unsuccessful in others; affective which means rejection, humiliation, underestimation, negative feelings towards members of one or another sex; behavioral which is connected with destructive, negative behavior towards them have been distinguished. The need to study the gender deprivation in education from the standpoint of different psychological approaches in the context of a comprehensive analysis of deprivation conditions, deprivation factors, the consequences of being brought up or living temporarily in such conditions and ways of their resocialization and integration into society in the process of socio-psychological support has been emphasized. The importance of systematic monitoring and finding diagnostic indicators of gender deprivation in the education system in order to prevent the deprivation of subjects of the educational process and create a gender-sensitive educational environment has been established.

scholarly journals Editorial

2021 ◽  
Vol 18 (6) ◽  
pp. 605-607
Author(s):  
Carla De Tona
Keyword(s):  
Gender Role ◽  
Gender Bias ◽  
Ethnic Minorities ◽  
Health Conditions ◽  
Southern Europe ◽  
Gender Perspective ◽  
And Gender ◽  
Religious Stratification ◽  
Racial Ethnic ◽  
South Of Europe

The new issue of Migration Letters reflects again on the complexities of a post-Covid 19 world, characterized by the overlapping of old and new migratory experiences, divided along old and new configurations of racial, ethnic and religious stratification. This issue includes several topics whose relevance in the inclusive recovery we wish for, has already been highlighted. These include the securitization of migration (Stefancik, Némethová and Seresová); the continuing relevance of global remittances (Biyase, Fisher and Pretorius); the structures of exclusion in naturalization process (Catherine Simpson Bueker); the health conditions of refugees (Mendola and Busetta) and the practices of ‘othering' during the Covid-19 pandemic (Lumayag and Bala). The articles in this issue also focus on the integration and irregular migration in the South of Europe (Hüseyinoğlu and Utku; Cela and Barbiano di Belgiojoso; Kobelinsky and Furri; Terzakis and Daskalopoulou) as well as in affluent EU countries like Austria (Rauhut). Finally, two important contributions reflect on the gender perspective, a most relevant approach needed to counterbalance the gender bias in much of Covid analysis so far. These articles analyze in particular ethnic minorities’ fertility practices in Southern Europe (Carella, Del Rey Poveda and Zanasi) and gender role perceptions among minorities in England and Wales (Zuccotti).

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