GENDER
FAMILY
SELF
SCHOOL
SOCIETY
SCHOOL - SELF - SOCIETY
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010
The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the Constitution of India to provide free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law, determine.
First school started in India
St Thomas' School was established in 1789 in Kidderpore, Kolkata, West Bengal, India.
SCHOOL, SELF, SOCIETY
GENDER
SCHOOL, SELF, SOCIETY
GENDER
IMPACTS IN A SOCIAL CONSTRUCT
*GENDER
IN ALL SOCIEITIES
INCREASING ATTENTION TO THE IMPORTANCE OF ACHEIEVING
*GENDER EQUALITY IN EDUCATION
*ACCESSING EDUCATIONAL OPPORTUNITIES
WHICH PLAYS A KEY ROLE IN GENDER EQUALITY
* EDUCATIONAL INSTITUTIONS ARE PRODUCTS OF THE INEQUALITIES THAT EXIST IN LARGER LEVELS
EDUCATION SYSTEMS ARE BOTH A RESULT OF EXTERNAL FORCES AND INSTRUMENTAL TO SPREADING OR LESSENING GENDER DISPARITY AROUND THE WORLD
WHAT IS GENDER
ROLES & RESPONSIBLITIES OF MEN & WOMEN THAT ARE CREATD IN OUR FAMILIES, OUR SOCIEITES AND OUR CULTURES
(FEMINITY & MASCULINITY)
WHAT MODIFIES THE GENDER ROLES
SYSTEMS OF SOCIAL DIFFERNCTIATION
GENDER SYSTEMS ARE ESTABLISHED IN DIFFERENT SOCI0-CULTURAL CONTEXTS WHICH DETERMINE WHAT IS EXPECTED, ALLOWED AND VALUED IN A WOMAN/MAN & GIRL/BOY IN THESE SPECIFIC CONTEXTS
GENDER ROLES ARE LEARNED THROUGH SOCIALIZATION PROCESSES; THEY ARE NOT FIXED BUT ARE CHANGEABLE
GENDER SYSTEMS ARE INSTITUTIONALIZED THROUGH EDUCATION SYSTEMS, POLITICAL AND ECONOMIC SYSYTEMS, LEGISLATION AND CULTURE AND TRADITION
USE GENDER APPROACH: FOCUS NOT ON INDIVIDUAL MEN/WOMEN BUT ON SYSTEM
SYSTEM DETERMINES GENDER ROLES/RESPONSIBLITIES, ACCESS TO AND CONTROL OVER RESOURCES, AND DECISION – MAKING POTENTIALS
GENDER CONCEPT IMPLIES:
GENDER CONCEPTS LIKE GENDER ROLES, GENDER EQUALITY & EQUITY
1. GENDER ROLES: ECONOMIC, POLITICAL, SOCIAL ROLES APPROPRIATE FOR MEN AND WOMEN IN CULTURE
2. GENDER EQUALITY: ABSENCE OF DISCRIMINATION ON THE BASIS OF A PERONS’S SEX IN AUTHORITY, OPPORTUNITIES, ALLOCATION OF RESOURCES OR BENEFITS, AND ACCESS TO SERVICES
3. GENDER EQUITY: PROCESS OF BEING FAIR TO WOMEN AND MEN. WERE HISTORICAL DISADVANTAGES THAT HAVE PREVENTED MEN AND WOMEN FROM HAVING EQUAL ACCESS TO RIGTHS AND PRIVILEGES.
EQUITY LEADS TO EQUALITY
4. GENDER AWARENESS: DIFFERENCES BETWEEN MEN AND WOMEN / THESE INFLUENCE ACCESS TO AND CONTROL OF RESOURCES
5. GENDER SENSITIVITY: ABILITY TO PERCEIVE EXISTING GENDER DIFFERENCES AND ISSUES, AND TO INCORPORATE THESE INTO STRATEGIES AND ANCTIONS
6. GENDER ANALYSIS: IDENTIFIES THE INEQUALITIES THAT ARISE FROM THE DIFFERENT ROLES OF MEN AND WOMEN, AND ANALYZES THE CONSEQUENCES OF THESE INEQUALITIES FOR THEIR LIVES, HEALTH AND WELL-BEING
7. GENDER MAINSTREAMING: PROCESS USED TO ENSURE THAT WOMEN’S AND MEN’S CONCERNS AND EXPERINCES ARE INTEGRAL TO THE DESIGN, IMPLEMENTATION, MONITORING AND EVALUATION OF ALL LEGISLATION, POLICIES AND PROGRAMMES
8. GENDER PARITY: NUMERICAL CONCEPT CONCERNED WITH THE RELATIVE EUQUALITY IN TERMS OF NUMBERS AND PROPORTIONS OF WOMEN, MEN, GIRLS, BOYS. IN EDUCATION, THIS MENAS THAT THE SAME NUMBER OF BOYS AND GIRLS RECEIVE EDUCATIONAL SERVICES AT DIFFERENT LEVELS AND IN DIVERSE FORMS
DIFFERENCE BETWEEN SEX & GENDER
SEX (BIOLOGICAL DIFFERNCE | GEDNER (SOCIAL DIFFERNCE |
Biological or Cosmological difference | Social not natural difference |
Refers to physiological characteristics | Refers social, cultural expectations and actions |
Difficult to change the sex when born as male or female | Can be changed since gender identity is determined by society |
Throughout history and across cultures, sex differences exist | At different times in history and in different societies, Gender roles are different |
Policies respond to sex differences in areas to do with the physical body | Policies can respond to gender stereotype and traditional gender roles |
| |
1970s 1980s WID (Women in Development) approach became popular
- Investment in girls’ education, citing increased societal benefits such as reduced child mortality rates, reduced fertility featured in the concept of gender parity, the notion that an equal proportion of girls and boys should be enrolled in and complete schooling
Social Construction of Gender (In Society)
3. Depression: High school > higher – pressure environment with academic and social triggers increasing the expectations of children.
High school is a large transitional period for teenagers causing them to “Cope with these various transitions in different ways”
4. Body Image: Sex, media, parental relationship, puberty, weight, popularity (all these factors affect)
Mostly Psychological during adolescence and cause harmful effects if you don’t treat yourself well
5. Education: Amount of time children spend in school > Teachers are influential role models for children
> Educational experinces, gender socialization, finding talents between male and female (Gender – role stereotype)
Patriarchy: Social System, men hold primary power, predominate in roles of political leadership, moral authority, social privilege and control of property.
> Historically, it has manifested itself in the social, legal, political, religious, economic organizations
Maculinity: Manhood, manliness, set of attributes, behaviours, roles associated with boys and men
Feminism: Women's rights, interests
Europe