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Stage 4. Gender analysis of children's literature

Students are invited to split into two groups. Each group receives its own task. Tasks are not of the same type, which is specially stipulated. Thus, students, demonstrating the results of the completed assignment, enable other students to obtain new knowledge.

The task

Option 1

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

S. Mikhalkov. "Dad sits down to the mirror" 2

Dad sits down to the mirror:

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

For forty years she has been cutting and shaving. He took out a scissors from the small closet. He drew up the sheet with the sheet, took the comb, stood up for the chair. He clicked the scissors sonorous,

Once = the other waved a comb,



1 Creativity S. Mikhalkov does not apply to modern children's literature. However, his works are still read to children both at home and in kindergartens, so they can rightly be considered an institution of socialization. The perception of reality is different from that of an adult. The adult person reflects the situation, realizes that he is reading the work of a contemporary or non-modern author; he understands whether he is reading about the modern world, about the future or about the past.
For a preschool child, in the context of the 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. Selected. - Moscow: The Planet of Childhood, 1998. - 558 p.

Option 2

From the back of his neck to his temples, he cut out a lot of hairs. He combed the straight part, took out the shaving device. The soap hissed in the cup, To shave the shaver cleaner. The funnel snorted fun

With the inscription "Cologne". Next to the girl cut, Two streams from the eyes run. The silly girl cries, Tears hang on the nose - The hairdresser under the comb Cuts the red braid.

If the haircut is decided, Cry stupid and funny!

You are offered quotes from N.Nosov's work "Dunno in the Sunny City" 1. Read the quotes and fill out the table. 1. On the contrary to each quote in the column "commentary to quote" write down your judgments about the information that this quote carries. What gender stereotypes, gender roles, gender norms translate these statements of the author? What patterns of behavior are offered to the reader? What do boys and girls learn?



Table 1.

Scheme of gender analysis of a literary work



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

Appendix 2 gives an example of a task performed by students.
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Stage 4. Gender analysis of children's literature

  1. Stage 3. Gender analysis of works of children's fiction
    Previously, students are encouraged to give a homework assignment to search for texts of literary works for gender analysis and familiarize themselves with their content. The selection criteria can be the following. 1. Modern publications (not earlier than 1997), focused on children of preschool and primary school age. 2. Poetic and prose works that constitute the "book
  2. Stage 3. Performance of the task "Analysis of the gender competence of the individual"
    Students are invited to split into three groups. Each group receives a completed questionnaire. At the same time, it is important that one questionnaire be filled by a person dominated by egalitarian gender views, gender stereotypes are not expressed, and gender biases are absent. The second respondent completing the questionnaire should have approximately equal proportions of egalitarian and
  3. Stage 3. Socio-psychological analysis of 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 suggests to investigate own gender stereotypes, having carried out the following task. Each participant is asked to respond in turn to the following questions. 1. That in the childhood I was told (parents and other adults) about what should
  4. Stage 2. Analysis of images of women in classical fiction
    At this stage, students master the skills of gender analysis of the work of art in general and the image of women in particular. Students are advised to give a homework assignment for the selection of works of art (see Appendix 2) for work in the lesson. The work at this stage includes the following tasks. Task 1 Heroines of works of art as illustrations
  5. Stage 4. Training skills of critical analysis of texts on gender issues
    The presenter gives each student the text of B.B. Francis's report (see the attachment), as a homework he offers to carefully read its contents and answer the following questions: 1. How does the author of the text define the concept of gender and gender identity? 2. Does this understanding correspond to what is accepted in gender studies? 3. What does the author of the text disagree with and
  6. Stage 4. Analysis of gender differences in the degree of satisfaction with one's own appearance
    The main goal of this stage is to help students understand the gender differences in the degree of satisfaction of modern people with their own appearance and recognize the greater vulnerability of women in these issues compared to men. Based on the data of Table. 1, clearly presented on the blackboard, the teacher discusses with students the following questions. 1. Why in this student group of boys
  7. Stage 4. Drafting of a non-axiological textbook for children's reading and development of recommendations on the use of gender stereotyped works
    Based on the results of a gender analysis of fiction, students are convinced of the fact that sexist prejudices and models for imitation are widely spread in texts, not always in tune with the realities of modern society. Hence the conclusion is made about the conservatism of this art form, which offers a Procrustean bed of outdated gender standards, and the need for a new
  8. Children's fiction as an institution of gender socialization
    Children's fiction as an institution of gender
  9. THE FOURTH STAGE: DILEMMAS OF THE GENDER DIFFERENCE AND GENDER EQUALITY
    In the post-Soviet period, the position of women and men in society changes at both the political and ideological levels, and at the level of the daily organization of the private sphere. New gender norms are emerging, but at the same time the Soviet models of the social organization of relations between the sexes are preserved. In this case, not only the rules of the game change, but also the 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 the church, family and formal education, education and various educational institutions, "street", peers, significant adults, media, pop music, art and literature,
  11. THE GENDER ETHOP OF SEXUAL REVOLUTION
    In our opinion, the sexual revolution in Russia took place in several stages. If in the Western societies the sexual revolution of the 1960s-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 the behavior, which is regarded by society as corresponding to one or another gender. In most studies on sexism in children's literature, the focus was on the analysis of the content of texts, and its effect on behavior was hushed up. but
  13. Stage 2. Introduction to the concept of gender manipulation
    Purpose: to study the specificity of gender manipulation. Studying the conditions that affect 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 students the sheets printed earlier with a description of an example of manipulation, taken from literature, and suggests with him
  14. Stage 4. Discussion of the concept of "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, relative to men), to discuss where they come from. After discussion, we ask students to express their views on the appropriateness of following gender stereotypes.
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