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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 a 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 adopted 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 are the signs of Brenda's behavior (in the description of the case of John Many) are marked by the author as masculine / feminine? Is this an understanding of masculinity / femininity in gender studies?

What, in your opinion, could be the reasons for Brenda's psychological problems in terms of gender?

At the next lesson, the facilitator breaks up 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 of skills of the critical analysis of the texts devoted to gender problems

  1. Stage 2. Acquaintance with the text “Example of early gender socialization”
    The teacher reads to the students the text “An example of early gender socialization” (see annex). For text analysis, the teacher can ask students the following questions. 1. What attitudes of the grandson and granddaughter's perception are reflected in the statements of the grandfather and grandmother? 2. What psychological mechanisms of gender socialization will be actively used by grandparents (participants of the
  2. Stage 3. Preparation of the text “Gender autobiography”
    The goal of gender autobiography is: • to trace the development of one’s own gender identity on the example of the conditions of one’s gender socialization; • identify the mechanisms and ways in which the construction of gender identity is carried out. Gender autobiography is a means of studying the formation and development of gender identity. As a way 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 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 notions, gender stereotypes are not expressed and gender biases are absent. The second respondent who filled out the questionnaire should be in approximately equal proportions inherent in the egalitarian and
  4. 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 doing 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
  5. 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. Task Option 1 From the lecture, you know that the media is a powerful institution of socialization. Nursery
  6. Stage 3. Gender analysis of children's fiction works
    Pre-students are encouraged to give homework to search for texts of literary works for gender analysis and familiarize them 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
  7. 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?
    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.
  9. Stage 3. Mastering practical skills
    As a warm-up, you can start with the exercise “Personality”. A group of students is divided into several teams, each of which is offered one of the qualities traditionally considered to be either "female" or "male", for example: courage, kindness, care, assertiveness, etc. »Characteristics from the questionnaire S. Bem). The task of the team is
  10. A critical analysis of the books of Vesalius
    The first work published by Vesaliem, “Paraphrasis in nonum librem” (Louvain, 1537, 2nd ed. Basel, 1537; there are also 1554, 1555, 1586, 1592 editions) is a commentary on the largest Arab doctor of the IX century. This dissertation is Vesalius in Latin. Its translation into modern languages ​​does not exist, which serves as evidence of a low scientific value.
  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
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