Prepoznavanje vloge spola v osnovni šoli

magistrsko delo

Sara Pišek (Avtor), Vesna Leskošek (Mentor)

Povzetek

Dejstvo je, da med deklicami in dečki obstajajo določene biološke razlike, ki v današnji družbi nosijo del odgovornosti za ustvarjanje neenakosti med spoloma. Otroci namreč skozi odraščanje ponotranjajo spolne stereotipe, ki jih opažajo v njihovem okolju, in posledično odraščajo v razmejenem svetu spolne dualnosti. Skozi različne igre tako deklice socializiramo v smeri lepote, gospodinjskih opravil ter skrbi za druge, dečke pa učimo, da se lahko ravnajo v skladu z močjo, ki jim pripada, ter zatiramo njihove izkaze žalosti. Poleg dejstva, da s takšno vzgojo otrok vzpodbujamo in širimo spolne stereotipe ter spolne vloge, pa naletimo na težavo tudi v primeru, ko se posameznica opredeljuje v okvirih moškosti ali ko se posameznik opredeljuje v družbenih okvirih ženskosti. Kakršnokoli odstopanje od spolno binarnega sistema povzroči zmedo, ki pogosto zrase v marginalizacijo ali celo diskriminacijo posameznika ter skupine, s katero se poistoveti. Tako se morda sprva odzovejo tudi starši ali učitelji otroka, ki je transspolen. Vendar pa starši in učitelji ter tudi otroci potrebujejo orodja, s katerimi bodo lahko naslovili odstopanja od binarnega spolnega sistema ter stali otroku ob strani, medtem ko odrašča in raziskuje svojo identiteto, katere velik del je tudi spolna identiteta. Pa vendarle so ta pomembna orodja v našem šolskem sistemu spregledana s strani (prikritega) kurikuluma, ki se je šele sedaj nekoliko moderniziral, saj je do sedaj ženske prikazoval v stereotipnih spolnih vlogah, za napredek onkraj spolne binarnosti pa bo najbrž potreboval še kar nekaj časa. Kakor kaže pa tega časa nimamo. Vedno več otrok se namreč sooča s transspolnostjo v mnogih različnih izrazih, kar pomeni, da se morajo vsaj učitelji izobraževati v smeri spolno nediskriminatornih praks, če želijo strokovno sodelovati z omenjenimi otroki. Tuji avtorji že uspešno predstavljajo njihove načine soočanja s problematiko sprejemanja transspolnosti v vrtcih, osnovnih in srednjih šolah in želela bi si, da bi tudi slovenski izobraževalni sistem prevzel vsaj del njihovega znanja ter ga prenesel na strokovno osebje in posledično na otroke. Da so nekatere učiteljice že strokovno opolnomočene, nakazujejo njihovi odzivi, ki so jih podelile z mano tekom raziskovanja. Magistrsko nalogo sem soustvarjala skupaj z učiteljicami, ki so privolile v pogovor o spolnih stereotipih v šoli, o šolskem kurikulumu, o njihovem pedagoškem delu v navezavi z dimenzijo spola ter o morebitnem sodelovanju s spolno nedeterminiranim otrokom. Rezultati so pokazali, da se razumevanje spola pri otrocih razvija, saj se otroci v prvi triadi še ne vedejo tako spolno stereotipno, kot to na primer počno v zadnji triadi. Vendar pa tekom tega razvoja razumevanja spola primanjkuje pogovorov med učenci in učitelji o spolu, pogovor pa je orodje, s katerim lahko zagotovimo varen prostor za izražanje svojega spola, zatorej je potrebno spodbuditi soudeležene k pogovoru. Rezultati kažejo tudi na prilagajanje pedagoškega dela glede na potrebe otrok, vseeno pa je tukaj dimenzija spola pogosto spregledana ali prepoznana le kot obroben dejavnik. Pomembna je tudi informacija, da so učitelji zgled otrokom za odzivanje na spolno nedeterminiranega otroka, zatorej je še toliko pomembneje, da se učitelji nanj/o odzivajo strokovno. Nalogo pa je obogatil pogled skozi otroško perspektivo, saj sem skozi otroške risbe pridobila vpogled v njihove najljubše igrače in barve ter posledično interpretirala del njihove socializacije v povezavi z njihovim spolom. Za strokovno delo v prihodnosti je ključnega pomena izobraževanje obstoječega ter prihajajočega strokovnega kadra ter nadgrajevanje njihovih pogovornih veščin. Še več usmeritev za prihodnost ter relevantnih podatkov pa bi prinesle poglobljene, reprezentativne raziskave, ki bi zajele večjo populacijo otrok po Sloveniji.

Ključne besede

spol;spolne vloge;spolni stereotipi;transspolni otroci;spolna diskriminacija;osnovna šola;spolna nediskriminiranost;kurikulum;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2020
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL FSD - Fakulteta za socialno delo
Založnik:	[S. Pišek]
UDK:	373.3:613.880.1
COBISS:	49961475
Št. ogledov:	438
Št. prenosov:	105
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Recognizing role of gender in primary school
Sekundarni povzetek:	It is a well-known fact that there are some biological differences between girls and boys. Those differences carry part of the responsibility for existence of gender inequality. Through childhood, children internalise gender stereotypes that they see in their surroundings, therefore they are growing up in a world where only two genders are acknowledged. Through different games girls are socialised to be pretty, to care for others and to become housewives. Meanwhile we teach boys to behave in compliance with the power that is ascribed to the male sex and simultaneously we are suppressing their demonstration of feelings of sadness. In addition to the fact that with this kind of upbringing we are encouraging and spreading gender stereotypes and also gender roles, we often encounter a problem when we work with a non-conforming person. Any kind of deviation from binary gender system brings confusion, which often rises to marginalisation or discrimination of an individual and of the group to which he or she identifies. Sadly, marginalisation or discrimination is also a common first response of parents or teachers of transgender children. I strongly believe that parents and teachers need knowledge and tools with which they can address deviations from binary gender system so they can be a support system for children who are exploring their identities. Nevertheless these important tools are disregarded by our school curriculum which is only now slowly beginning to be updated. Up until now the school curriculum projected women in their stereotypical gender roles, consequently I believe it will take even more time to move over the boundaries of binary gender system. More and more children are facing with transgender issues therefore we need educated teachers who can interact with children in gender non-discriminatory ways. Foreign authors are successfully presenting their ways of confrontation with issues of acceptance of transgender children in kindergartens, primary schools and middle schools and I wish that some of this practices would be transferred in Slovenian educational system. Some of the teachers that I worked with have shown me that they already are empowered and educated in this area. I was co-creating this thesis with teachers that agreed to talk to me about gender stereotypes at school, about school curriculum, about their work considering gender and their work with non-conforming children. Results show that children are developing comprehension of gender, because children in the first triad are not behaving in such gender stereotypical way as children from the third triad are. Through development of gender comprehension there is deficiency of teacher-student conversation about gender, but that conversation and discussions are a tool with which we can ensure safe space for expression of gender, which is why we need to encourage everyone to participate in various conversations. Results also show that teachers try to adjust their work to the needs of children however gender is once again overlooked or seen just as a marginal factor for adjustment. Further, it is very important to know that teacher is an example for children in every situation, especially in situations where children see how teacher is behaving towards a transgender child. That is why it is very important that teachers act professional. My research is enriched by children%s drawings I included in my thesis. The drawings bring children%s perspective and through them I was able to gain data about their favourite toys and colours. For professional work in the future it is very important to educate and upgrade communication skills of existent and upcoming generations of teachers. Even more directions for future we would gain if a wide research would be conducted in Slovenia, where a bigger population of pupils would be engulfed, therefore even more relevant data would be gained.
Sekundarne ključne besede:	gender stereotypes;non-discriminative gender practices;transgender children;
Vrsta dela (COBISS):	Magistrsko delo/naloga
Študijski program:	0
Konec prepovedi (OpenAIRE):	1970-01-01
Komentar na gradivo:	Univ. v Ljubljani, Fakulteta za socialno delo
Strani:	1 spletni vir (1 datoteka PDF (90 str.))
ID:	12152208