The origin of the arguments in favor of women's education is in the Enlightenment, however, the process of schooling and education women did not follow a parallel evolution to that of the male population, and which is delayed by a great social resistance based on domestic duties.
Access to education jeopardizes the acceptance of their traditional role within the family was allowed only elementary and provided that serve to better fulfill their roles as wife and mother.
In the eighteenth century began to institutionalize the education of women, girls appear
schools created by Carlos III in Madrid, although teaching was limited to certain tasks related to the domestic, not allowing other teachings.
Instruction (reading and writing), as well as a smattering of general culture were confined to the privileged classes and learn the duties of their sex (religion and morality), to behave appropriately in society. As it stands
Rousseau in "Emile, or Education," Education of girls and women must be subordinate to male education, the same way that women have to be so to men.
women are conceptualized as a supplement to the man whose education should be geared not towards autonomy, but to dependence: first the father then the husband. Therefore, it is better to train them into submission and obedience objective was to achieve not through reasoning, but of punishment. Despite this grim picture everywhere began to rise voices calling female education.
- The Public Instruction Act of 1857 (Moyano Act) is the compulsory attendance of girls at school, while maintaining a significant difference in the content they receive. Gradually becomes more favorable environment and this makes flourish throughout Europe educating women.
contributing factor in Spain two institutions:
- Association for the education of women.
- The Free Institution of Education.
In 1910, the Free Institution of Education, considered the "Coeducation" as a key to remove the inferiority of women, which would not disappear until it is to educate not only the man but him.
In our country there were some co-educational experiences in the early decades of the twentieth century, but with the implementation of the Franco regime, from 1936, were banned.
Today, studies about the sexism in the school is situated halfway between the generation of non-sexist educational alternatives and efficiency assessment of them.
the past twenty years, there have been significant policy developments in equal opportunities.
educational materials in the presence androcentric has decreased, but still finds sexism in the hidden curriculum.
The change to a coeducational school is more likely if the teachers had received specific training on equal opportunities.
The relationship between teachers and students, gender stereotypes survive, so that interaction with each other is different and the expectations that were generated for each group also
The relationship between learners, boys continue to play a leading role and demonstrate a series of behaviors different from their peers.
We think that education is a social commitment, which is essential for the empowerment of all.
Consider the coeducational model the much-talked. What constitutes? What are the objectives?
Coeducation does not arise automatically by the simple fact that children share the same educational experiences in a physical space.
Coeducation implies:
An explicit and deliberate intervention that encourages the development of the students, providing attention to their own biological sex, the other person's knowledge and enriching coexistence between both genders.
An educational, with clear criteria and educational approach, which aims to change attitudes and the formation of habits that promote a better balance between women and men.
a recognition of one's sexual status, making each person to become what you really want.
Coeducation is a process that requires:
The elimination of discrimination present in the structure and social norms in the attitudes of people.
An acceptance of one's sex and sexual identity that is based on the fair treatment and positive attitude of those who exercise influence in the construction of social and educational patterns.
Influence on attitudes, discourses and approaches not only students but also teachers and that education is a process of communication.
Put the students in situations of real equality of opportunity between women and men (academic, professional and, in general, social) so that the school no one has to start from a disadvantaged or have special difficulties to overcome to reach the same objectives.
Facilitate communication between the sexes based on mutual respect, in the adequate knowledge, acceptance convivial and mutual dialogue. Educating
equality, taking into account the value of differences.
Access to education jeopardizes the acceptance of their traditional role within the family was allowed only elementary and provided that serve to better fulfill their roles as wife and mother.
In the eighteenth century began to institutionalize the education of women, girls appear
schools created by Carlos III in Madrid, although teaching was limited to certain tasks related to the domestic, not allowing other teachings.
Instruction (reading and writing), as well as a smattering of general culture were confined to the privileged classes and learn the duties of their sex (religion and morality), to behave appropriately in society. As it stands
Rousseau in "Emile, or Education," Education of girls and women must be subordinate to male education, the same way that women have to be so to men.
women are conceptualized as a supplement to the man whose education should be geared not towards autonomy, but to dependence: first the father then the husband. Therefore, it is better to train them into submission and obedience objective was to achieve not through reasoning, but of punishment. Despite this grim picture everywhere began to rise voices calling female education.
- The Public Instruction Act of 1857 (Moyano Act) is the compulsory attendance of girls at school, while maintaining a significant difference in the content they receive. Gradually becomes more favorable environment and this makes flourish throughout Europe educating women.
contributing factor in Spain two institutions:
- Association for the education of women.
- The Free Institution of Education.
In 1910, the Free Institution of Education, considered the "Coeducation" as a key to remove the inferiority of women, which would not disappear until it is to educate not only the man but him.
In our country there were some co-educational experiences in the early decades of the twentieth century, but with the implementation of the Franco regime, from 1936, were banned.
Today, studies about the sexism in the school is situated halfway between the generation of non-sexist educational alternatives and efficiency assessment of them.
the past twenty years, there have been significant policy developments in equal opportunities.
educational materials in the presence androcentric has decreased, but still finds sexism in the hidden curriculum.
The change to a coeducational school is more likely if the teachers had received specific training on equal opportunities.
The relationship between teachers and students, gender stereotypes survive, so that interaction with each other is different and the expectations that were generated for each group also
The relationship between learners, boys continue to play a leading role and demonstrate a series of behaviors different from their peers.
We think that education is a social commitment, which is essential for the empowerment of all.
Consider the coeducational model the much-talked. What constitutes? What are the objectives?
Coeducation does not arise automatically by the simple fact that children share the same educational experiences in a physical space.
Coeducation implies:
An explicit and deliberate intervention that encourages the development of the students, providing attention to their own biological sex, the other person's knowledge and enriching coexistence between both genders.
An educational, with clear criteria and educational approach, which aims to change attitudes and the formation of habits that promote a better balance between women and men.
a recognition of one's sexual status, making each person to become what you really want.
Coeducation is a process that requires:
The elimination of discrimination present in the structure and social norms in the attitudes of people.
An acceptance of one's sex and sexual identity that is based on the fair treatment and positive attitude of those who exercise influence in the construction of social and educational patterns.
Influence on attitudes, discourses and approaches not only students but also teachers and that education is a process of communication.
Put the students in situations of real equality of opportunity between women and men (academic, professional and, in general, social) so that the school no one has to start from a disadvantaged or have special difficulties to overcome to reach the same objectives.
Facilitate communication between the sexes based on mutual respect, in the adequate knowledge, acceptance convivial and mutual dialogue. Educating
equality, taking into account the value of differences.
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