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How to Encourage Gender Equity and Equality in the Classroom
Turkey's Progress on Gender Equality In Education Rests On Gender Politics
As an elementary school teacher, you may think your students are too young for discussions about gender. But did you know that children as young as four years old already express discriminatory beliefs based on gender? The earlier we can empower children with the belief that all gender identities including their own deserve respect, the better prepared all students will be for success.
In , Turkey was among the 21 countries in the world considered to be at risk of achieving gender parity in primary and secondary education by either or The central and provincial hierarchies of MoNE are still overwhelmingly masculine [2] and men constitute the majority of school principals. Though the curriculum is relatively more balanced, gender parity in textbooks has recently deteriorated.
More recently, pro-government media and civil society criticized these projects and MoNE, reaffirming yet again that politics of women and family still constitute a major ideological battlefield for pro-government Islamists in Turkey.
At the policy level, MoNE needs to prioritize quality of gender equality to ensure that all girls finish 12 years of compulsory schooling with a strong foundation to become active citizens and lifelong learners. Last but not least, all stakeholders that care about and work for gender equality in education should acknowledge the role that the politics of women and family play. This will facilitate a critical inquiry of previous and existing efforts and the barriers for future advancement through intellectually rigorous deliberation.
Subsequently, it will address why similar achievement was not secured in ensuring gender equity in education in Turkey, building linkages with recent political developments in the country since Gender remains a contested area in Turkey. A genuine conversation among stakeholders to deconstruct both the secular-modernist and conservative approaches to women empowerment would be valuable. While this journal addresses an English-speaking global audience, the terminology on gender and education in Turkish and English are not directly compatible, thus requiring a brief clarification at the beginning of this article.
It encompassed parity, equality, and equity depending on who used it and in which context. Thus, gender equality has provided a holistic framework for most gender studies. Throughout the article, I will adopt gender equality as the overarching terminology except when I specifically write about equality in numbers, in which case I will use gender parity in reference to its international context.
It is important to note that a new terminology, namely gender justice, entered the public discourse recently. As a result, the gender parity ratio for basic education increased from 0. The gender parity ratio at secondary education, which was as low as 0. While girls in South and South East Anatolia are disadvantaged when compared to their peers in other parts of the country, the gender gap has narrowed considerably.
Together with the curriculum reform process launched around the same time, Turkey witnessed a paradigm shift in education policy, during which the state softened its monopoly on policy-making.
Civil society gradually used this new space for engaging in constructive dialogue with the state. The Education Reform Initiative ERI , an independent education think-and-do-tank established in , benefited from and contributed to this policy scene by monitoring the progress of girls education. MoNE acknowledged attendance as an important priority in education for both girls and boys.
MoNE commissioned a series of policy research projects to identify and monitor the determinants of non-attendance, to identify the impact of the economic crisis on attendance, [11] and to understand the determinants of transition from eighth grade to secondary education. In , 10 percent of young women aged between did not complete their eight-year basic education, whereas this ratio was 6 percent for young men. These numbers were much higher for women aged with 44 percent of them not having a high school diploma.
However, at this age group, a gender gap does not exist; approximately the same percentage of men also had not finished high school. National awareness-raising campaigns, door-to-door visits by teachers to convince families to send girls to school, and conditional cash transfer programs were some of the policy interventions MoNE used in partnership with national and international organizations.
In economic terms, most of these interventions focused on the demand side of education to encourage girls— as well as disadvantaged boys at a later stage—back to school.
Yet, it was equally important to keep girls in school, or prevent them from dropping out of school. The latter required improvements in the pedagogy of education, transforming schools to become gender-sensitive and building the capacity of teachers and administrators. In summary, it required transitioning the scope of gender and education policy from gender parity to gender equality. The rapprochement between Turkey and the European Union at the turn of the century provided an enabling environment for civil society to grow and diversify.
European Commission grants have supported many civil society organizations to undertake social projects, specifically with an emphasis on human rights. One such project that was initially undertaken between — was Human Rights in Textbooks, undertaken by the History Foundation. As part of this project, teachers had screened human right violations in textbooks, including those related to gender discrimination. Fortunately, two follow-up projects were undertaken between — and — to monitor the progress.
According to these studies, Turkey had made some but not adequate progress in new textbooks published following the curriculum reform from a gender equality perspective by The project aimed at evaluating and improving education policy and legislation, educational settings and processes and educational materials through a gender inequality perspective. By the end, the project had delivered an extensive list of reports, guides and handbooks all related to mainstreaming gender inequality in education and developed capacity of a core group of teacher trainers.
In , 10 percent of young women aged between did not complete their eight-year basic education, whereas this ratio was six percent for young men. The unsuccessful July 15th coup attempt to overthrow the government and the following government reaction towards the perpetrators triggered an expedited curriculum reform process which involved new textbooks.
Instead, the virtue of being a woman was celebrated as being enough. All of the previous content referring to gender equality was dropped from 9th grade textbooks, and both written and visual content in 1st and 5th grade Turkish textbooks were developed with a more sexist approach. How does gender inequality reflect in learning outcomes? However, survey data shows that girls enjoy more advantages: They receive more parental support at home and converse with their parents more often; they are likely to spend more time in school and less likely to work for pay; they are more likely to attend more disciplined schools; they have higher motivation for academic success and feel more sense of belonging to their school.
Girls should, in fact, do better in both mathematics and science by utilizing these advantages, however, that is not happening. This research finding highlights the need for and importance of exploring how gender plays out throughout the pedagogy and practices in school. In a panel [20] to discuss these findings, Yasemin Esen, an associate professor at the Ankara University, cautioned that only through promoting gender equality in educational pedagogy and practice could we empower girls in Turkey to reach their full potential.
Their arguments placed gender equality in a context explicitly narrowed down to combatting the promotion of sexuality and desexualization in Turkish society through education. I argue that the radical right media and civil society also used this opportunity to weaken the Minister himself, whose appointment had received a chilly reception in these circles.
In response to these criticisms, the Ministry distanced itself from public debates by sharing a brief statement indicating that the gender equality project was implemented by previous administrations. Relatively more reasonable and somehow argumentative criticism of the Ministry also followed.
It is worth noting that even these accommodated a rigid refusal of gender sexuality. The backlash against gender equality in Turkey has some anomalies in timing. In the wake of the recent backlash, the Higher Education Council revoked the policy. In light of this criticism, attempts of local Civil Monitoring Groups to induce a sense of reality i. Given the multi-pillar complexity of gender inequalities inherent in society, campaigns and projects could have been more effective and their effects more sustainable if these were grounded in a theoretical inquiry of these inequalities in the first place.
Turkey has come a long way in achieving gender parity since when the Girls Off to School campaign was launched. However, it is still far from achieving gender equality.
Although equality has been on the policy agenda and projects were implemented, their scope and impact seem to be limited primarily because gender mainstreaming in both MoNE and other government agencies never received sincere political backing. However, this will not discourage gender advocates in the government, private sector, civil society and advocates to keep working towards gender equality through whatever means they can find or create.
The gender movement in Turkey still enjoys a robust group of civil society organizations and academic institutions despite the closing civil space recently. The conviction that action brings hope presents itself as an effective antidote to realistic pessimism that the current regime has been igniting in Turkey.
A grassroots effort to lead this discussion from the bottom up has the potential of serving future macro policy and practice to achieve gender equality when Turkey finally gains its democratic health again. Of these 15 women, only one is a senior official. Data collected from the MoNE Website.
Holmarsdottir Support the Campaign for Girls Education],. Independent and cutting-edge analysis on global affairs. While not a new phenomenon, the concurrent swell in digital disinformation and misinformation has complicated the public health response on both sides of the Atlantic, as well as further eroded democratic values.
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Large gender gaps exist in access, learning achievement and continuation in education in many settings, most often at the expense of girls, although in some regions boys are at a disadvantage. Despite progress, more girls than boys still remain out of school - 16 million girls will never set foot in a classroom UNESCO Institute for Statistics - and women account for two thirds of the million adults without basic literacy skills. Poverty, geographical isolation, minority status, disability, early marriage and pregnancy, gender-based violence, and traditional attitudes about the status and role of women, are among the many obstacles that stand in the way of women and girls fully exercising their right to participate in, complete and benefit from education. Skip to main content. Home Education and gender equality.
Thank you for visiting nature. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser or turn off compatibility mode in Internet Explorer. In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript. This article aims to describe and find ways to understand the practical gender equality work that is going on to promote gender equality in preschools in the Nordic countries. The material consists of 59 interviews, policy document analyses and preschool visits in the Nordic countries and autonomous territories.
Banham, L. Bloomberg, R. The invisible obstacle to educational equality: gender bias in textbooks. Eurydice MEC
ГЛАВА 98 Халохот выбежал из святилища кардинала Хуэрры на слепящее утреннее солнце. Прикрыв рукой глаза, он выругался и встал возле собора в маленьком дворике, образованном высокой каменной стеной, западной стороной башни Гиральда и забором из кованого железа. За открытыми воротами виднелась площадь, на которой не было ни души, а за ней, вдали, - стены Санта-Круса. Беккер не мог исчезнуть, тем более так. Халохот оглядел дворик.
Клубы пара вырвались наружу, подкрашенные снизу в красный цвет контрольными лампами. Далекий гул генераторов теперь превратился в громкое урчание. Чатрукьян выпрямился и посмотрел. То, что он увидел, больше напоминало вход в преисподнюю, а не в служебное помещение. Узкая лестница спускалась к платформе, за которой тоже виднелись ступеньки, и все это было окутано красным туманом. Грег Хейл, подойдя к стеклянной перегородке Третьего узла, смотрел, как Чатрукьян спускается по лестнице. С того места, где он стоял, казалось, что голова сотрудника лаборатории систем безопасности лишилась тела и осталась лежать на полу шифровалки.
Это был не первый его звонок, но ответ оставался неизменным: - Ты имеешь в виду Совет национальной безопасности. Беккер еще раз просмотрел сообщение. - Нет.
- В голосе звонившего по-прежнему чувствовалась нерешительность. - Ну, тогда… надеюсь, хлопот не. - Отлично.
Но звук так и не сорвался с его губ. Беккер понимал, что, как только дверь за Меган закроется, она исчезнет навсегда. Он снова попробовал ее позвать, но язык отказывался ему подчиняться.
Да взять хотя бы его электронное имя. - Боже мой, Северная Дакота. Сокращенно NDAKOTA. Подумать. - Что вы имеете в виду.
Если спасение Сьюзан равнозначно крушению его планов, то так тому и быть: потерять ее значило потерять все, а такую цену он отказывался платить. Хейл заломил руку Сьюзан за спину, и голова ее наклонилась. - Даю вам последний шанс, приятель. Где ваш пистолет. Мысли Стратмора судорожно метались в поисках решения.
Так что же вы предлагаете? - спросила Сьюзан. Она хотела только одного - поскорее уйти. Стратмор на минуту задумался. - Не спрашивай меня, как это случилось, - сказал он, уставившись в закрытый люк. - Но у меня такое впечатление, что мы совершенно случайно обнаружили и нейтрализовали Северную Дакоту.
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Kate F. 18.05.2021 at 04:44
This paper is motivated by the many legal issues concerning human rights issues that occur in the Indonesian education sector, especially regarding gender discrimination.
Morgan P. 25.05.2021 at 06:29
Evidence shows how a gender-responsive approach can alleviate the particular risks that girls and boys face during crisis and displacement.
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