男女平等教育実践をめぐる教師文化の構造

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  • An Analysis of the Structure and Factors of “Culture of Teachers and Teaching” which Hinder Educational Practices on Gender Equality
  • ダンジョ ビョウドウ キョウイク ジッセン オ メグル キョウシ ブンカ ノ コウゾウ

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<p>Using school records and classroom observations, as well as interviews filled out by teachers in public elementary and junior high schools, this article analyses the structure and factors of the “culture of teachers and teaching,” which involves an examination of many aspects of the situation surrounding teachers, and creates rules for teacherʼs activities, and investigates the reason behind the difficulty to establish and root a “gender sensitive” perspective in schools and teachers.<br><br>Firstly, the observations and interviews make it clear that the idea of educational practices based on “gender equality” are still based on a prevailing attitude that boys and girls, and men and women, are quite different beings.<br><br>Secondly, the observation and interviews reveal that the structure and factors of “Teacherʼs Culture” relate and restrict the practice of “gender equal education” by: (1) encouraging exclusiveness and nonintervention, (2) having teachers prioritize harmony with colleagues, (3) creating pressure for efficiency in teachersʼ work, and forcing teachers to defend their political stance as a survival strategy to remain a teacher, and (4) confusing “theory” and “practice” of “gender-free education” and “gender equal education.”<br><br>In conclusion, it becomes clear that these mechanisms create a difficult situation for teachers, even though if they choose a “gender sensitive” viewpoint in various aspects of educational practice. Especially, the observations and interviews reveal that there is significant confusion between the “theory” and “practice” of “gender equity education” and “gender sensitive” viewpoint, suggesting fluidity and misunderstanding of the concept of “gender-free education” which has recently been translated as a theory of “regimentation.” This confusion and these misunderstandings prevent teachers from noticing and addressing the power imbalance between the two genders.<br><br>In this way, the “theory” of a “gender sensitive” viewpoint for education rests on few facts and practices today. It is necessary for studies on “gender and education” to analyze the present state of gendered teachers in school, and construct a progressive theory of studies on “Gender and Education” that enables teachers to be “practitioners” in each school.</p>

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