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Stage 4. Gender analysis of children's literature

Students are invited to split into two groups. Each group has its own task. Tasks are not the same type, which is specifically provided. Thus, students, demonstrating the results of the assignment, give other students an opportunity to gain new knowledge.

The task

Option 1

You know from the lecture that the media is a powerful institution of socialization. Children's literature also belongs to the media system. Read the poem carefully. What norms and rules does a child learn from this poem? What gender stereotypes are broadcast by the poem? What mechanisms of gender socialization, known to you, can begin to operate after the child has read / heard this poem? Will the perception of this poem differ by boys and girls? If so, what information will the boys get, and which information will the girls get? 1

S. Mikhalkov. “Dad sits at the mirror” 2

Dad sits at the mirror:

- I have a haircut and shave! - The old master can do everything:

Forty years shears and shaves. He was out of a small cabinet. He quickly took out the scissors, He wrapped the sheet in his sheet, He took the comb, stood up by the chair. Clicked scissors loudly

Once = another waved the comb,



1 The work of S. Mikhalkov does not apply to modern children's literature. However, his works are still read to children both at home and in kindergartens, therefore, can rightly be considered an institution of socialization. The perception of reality by a child is different from that of an adult. An adult person reflexes the situation, is aware of the fact that he reads the work of a modern or non-modern author; understands whether he reads about the modern world, about the future or about the past.
For a preschooler in the context of perception of literature, there is no past and future, for him everything that he perceives is a reflection of reality. Therefore, we consider it possible to use this poem and talk about its impact on the process of gender socialization of children.

2 Mikhalkov S.V. Favorites. - M .: Planet of childhood, 1998. - 558 p.

Option 2

From the nape to the temples Vystrig many hairs. Combed the direct parting, took out a razor. Soap in the cup hissed, To shave the razor cleaner. Snorted fun bottle

With the inscription "Cologne". Near the girl shears, Two creeks run out of her eyes. Crying silly girl, Tears hang on the nose - Hairdresser under the comb Cuts the red braid.

If you decide to get a haircut, Crying is stupid and funny!

You are invited to quote from the work of N. Nosov "Dunno in the Sunny City" 1. Read the quotes and complete the table. 1. In front of each quotation in the column “comments to the quotation” write down your judgments regarding what information this quotation carries. What gender stereotypes, gender roles, gender norms translate these sayings of the author? What behaviors are suggested to the reader? What do boys and girls learn?



Table 1.

Gender analysis scheme of a literary work



1 Nosov N. Dunno in the Sunny City. - M .: Eksmo, 2005. - 381 p.

Appendix 2 provides an example of a student assignment.
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Stage 4. Gender analysis of children's literature

  1. Stage 3. Gender analysis of children's fiction works
    Previously, students are encouraged to give homework to search for texts of literary works for gender analysis and familiarize themselves with their content. In this case, the selection criteria may be as follows. 1. Modern editions (not earlier than 1997), focused on children of preschool and primary school age. 2. Poetic and prose works that make up the “book
  2. Stage 3. Performance of the task “Analysis of the gender competence of the individual”
    Students are invited to divide into three groups. Each group receives a completed questionnaire. At the same time, it is important that one questionnaire be filled in by a person who is dominated by egalitarian gender perceptions, does not express gender stereotypes and there are no gender biases. The second respondent who filled out the questionnaire should be in approximately equal proportions inherent in the egalitarian and
  3. Stage 3. Socio-psychological analysis of their own gender roles
    The third stage is devoted to reflection and introspection. Task 1 This task is aimed at identifying gender stereotypes of students. The teacher proposes to explore their own gender stereotypes by performing the following task. Each participant is invited to answer in turn the following questions. 1. What did they tell me in childhood (parents and other adults) about what they should
  4. Stage 2. Analysis of the images of women in classical fiction
    At this stage, students master the skills of gender analysis of a work of art in general and the image of a woman in particular. Students are recommended to give homework for the selection of works of art (see Appendix 2) for work in class. Work at this stage includes the following tasks. Assignment 1 Heroines of artwork as illustrations
  5. Stage 4. Training of skills of the critical analysis of the texts devoted to gender problems
    The facilitator distributes to each student the text of the report B. Francis (see annex), as homework, he suggests carefully reading its content and answering the following questions: 1. How does the author of the text define the concept of gender and gender identity? 2. Is this understanding consistent with that accepted in gender studies? 3. What the author of the text does not agree with and for
  6. Stage 4. Analysis of gender differences in the degree of satisfaction with their own appearance
    The main objective of this stage is to help students understand the existence of gender differences in the degree of satisfaction of modern people with their own appearance and recognize the greater vulnerability of women in these matters compared with men. Based on the data table. 1, clearly presented on the blackboard, the teacher discusses with the students the following questions. 1. Why are there boys in this student group?
  7. Stage 4. Drafting a non-sexist reader for children reading and developing recommendations on the use of gender-stereotypical works
    According to the results of the gender analysis of fiction, students are convinced of the fact that sexist biases and role models that are not always consonant with the realities of modern society are widely used in texts. Hence the conclusion about the conservatism of this kind of art, which offers the Procrustean bed of obsolete gender standards, and the need for a new
  8. Children's fiction as an institution of gender socialization
    Children's Fiction as a Gender Institute
  9. FOURTH STAGE: DILEMMAS OF GENDER DIFFERENCE AND GENDER EQUALITY
    In the post-Soviet period, the position of women and men in society changes both at the political and ideological levels, and at the level of the daily organization of the private sphere. New gender norms emerge, but at the same time Soviet patterns of social organization of relations between the sexes are preserved. In this case, not only the rules of the game change, but also a situation of ambiguity in self-determination arises.
  10. Stage 6. Discussion “Who forms gender stereotypes?”
    The purpose of this task is to form ideas about the institutions of gender socialization and gender technologies. Usually, students easily establish a list of factors of gender socialization: traditions, culture, religion and church, family and formal education, education and various educational institutions, the street, peers, important adults, the media, pop music, art and literature, etc.
  11. Gender eTaP of SeCSUAL RESOLUTION
    In our opinion, the sexual revolution in Russia took place in several stages. If in the Western societies, the sexual revolution of the 1960-1970s was associated with the development of the contraceptive market and political changes (feminist and other political movements, public debates on this topic), in Russia political changes were caused by changes in everyday life and public
  12. Children's literature
    Teachers, other children, parents of other children, books, relatives, toys and television - from all these sources the child learns about behavior, which is regarded by society as corresponding to one or another gender. In the majority of studies on sexism in children's literature, the focus was on analyzing the content of the texts, but it was silent about its impact on behavior. but
  13. Stage 2. Acquaintance with the concept of gender manipulation
    Objective: study the specifics of gender manipulation. The study of conditions affecting the development of manipulation in relationships, based on the personal experience of students. Task 1. “Working with an example of gender manipulation” (an example of gender manipulation is given in the appendix). The teacher distributes to the students the previously printed sheets describing the example of manipulation taken from the literature and suggests with him
  14. Stage 4. Discussion of the concept “Gender stereotype”
    Students are given materials (glossary) with definitions of the concepts “social stereotype”, “gender stereotype”. It is appropriate to ask for examples of stereotypes of national, age, gender (relative to women, regarding men), to discuss where they come from. After discussion, we ask students to express their views on the desirability of following gender stereotypes.
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