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Stage 4. Training skills of critical analysis of texts on gender issues

The facilitator gives each student the text of 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 why does she criticize the gender approach?

4. What social and personal values ​​are hidden behind the arguments of the author of the text?

5. What signs of behavior Brands (in the case of John Mani) are noted by the author as masculine / feminine? Does this match the understanding of masculinity / femininity in gender studies?

What, in your opinion, could be the cause of Brenda's psychological problems from the point of view of a gender approach?

At the next lesson, the facilitator breaks the group into small subgroups (3-4 people) and invites each subgroup to discuss the text in accordance with homework questions. Subgroups are then returned to the general circle for group discussion.
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Stage 4. Training skills of critical analysis of texts on gender issues

  1. Stage 2. Introduction to the text "An Example of Early Gender Socialization"
    The teacher read out the text "An Example of Early Gender Socialization" to students (see annex). To analyze the text, the teacher can ask students the following questions. 1. What attitudes of perception of the grandson and granddaughter are reflected in the statements of the grandfather and grandmother? 2. What psychological mechanisms of gender socialization will be actively used by the grandfather and grandmother (the participants of the described
  2. Stage 3. Preparation of the text "Gender Autobiography"
    The goal of a gender autobiography: • to trace the development of one's own gender identity by the example of the conditions of its gender socialization; • Identify the mechanisms and methods by which gender identity is constructed. Gender autobiography is a means of studying the formation and development of gender identity. As a method of self-reflection, it is aimed at
  3. 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
  4. 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
  5. 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. Task Option 1 From the lecture you know that the media are a powerful institution of socialization. Children's
  6. 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
  7. 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
    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
  9. Stage 3. Development of practical skills
    As a warm-up, you can start with the exercise "Personal qualities". A group of students is divided into several teams, each of which is offered one of the qualities traditionally considered either "feminine" or "masculine", for example: courage, kindness, caring, assertiveness, etc. (you can use "masculine" and "feminine" "Characteristics from the questionnaire of S. Böhm). The task of the team -
  10. A critical analysis of the books of Vesalius
    The first work of Paraphrasis in nonum librem published by Vesalius (Louvain, 1537, 2nd ed., Basel, 1537, there are also editions of 1554, 1555, 1586, 1592) is a commentary to the 9th book "Almansor" by Razes, the largest Arab doctor of the 9th century. This is the thesis of Vesalius in Latin. Its translation into modern languages ​​does not exist, which serves as evidence of a low scientific value
    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
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