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Gender roles in primary school
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Gender roles in primary school



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  • 1. Week 3: Gender DiversityRebecca Walker, Elise Howard, JoanneCooper, Alexandra Pulsford, Suzette Borg
  • 2. Introduction What is Sex?“Sex Refers to a whether a person isconsidered female or male based on thetype of body they have.” (Holmes) What is Gender?“Gender describes the ideas and practicesthat constitute femininity and masculinity”(Holmes)THEREFORE SEX AND GENDER ARENOT THE SAME!
  • 3. YouTube video
  • 4. …That Gender is a choice, orthat gender is a role, or thatgender is a construction thatone puts on, as one puts onclothes in the morning, thatthere is a „one‟ who is prior tothis gender a one who goes tothe wardrobe of gender anddecides with deliberationwhich gender it will be today.
  • 5. Seminar Outline Introduction to Gender Birth and Early Years Early Stage 1 Stage 1 Video and Class discussion Stage 2 Stage 3 Beyond Stage 3/ Adulthood Conclusion
  • 6. Birth and Early Years Gender role standards andstereotypes Parents influence on children‟sgender- typed choices Parental behaviour toward girls andboys
  • 7. The rituals of gender We are not born with a gender, that isculturally formed. There are peopleand institutions that police the way weact as a female or male, but that thereshould be a domain of agency orfreedom of how we act as ourselves.– J. Butler (2011)
  • 8. Early Stage 1 (KINDERGARTEN) Age 4 - 5 Decision making and personalchoices:◦ belongings◦ uniform◦ stereotypical colours Pressure to belong
  • 9. Stage 1 (YEAR 1 & 2)• Children are aware of their perceivedgender• This is dominated through societyconstructing the idea of gender and theschooling environment being structured toseparate the sexes.
  • 10. Video
  • 11. Class discussion Do you think giving children toys that do notadhere to their gender will effect their sexuality inthe future? Do you agree with parents who are letting theirchildren decide their own gender?
  • 12. Stage 2 (YEAR 3 & 4) Age 7- 9 Participation in team sports Self image Competitiveness and masculinity Boys Investment in Football Culture –A.Keddie. They wont let us play, unless youregoing out with one of them. – E.Renold
  • 13. Stage 3 (YEAR 5 & 6) Pressure to conform to gender roles Failure to meet gender stereotypescan result in bullying Gender and sexuality becomeintertwined
  • 14. Beyond Stage 3 & Adulthood Importance of discussing gender rolesand sexuality in Primary Education Implementation of rules and activitiesinto the school and classroom Promotion of the idea of genderequality
  • 15. Bickmore says-Discussing sexuality and genderroles with elementary studentsis risky- but necessary-because it is very important totheir personal and political lives
  • 16. RefrencingBickmore, K. (1999). Why discuss sexuality in elementary school?,.QueeringElementary Education. Geelong: Deakin UniversityButler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. NewYork, NY: RoutledgeButler, J. (2011).Retrieved Tuesday 5th March 2013Casper, V. Cuffaro, H. Schultz, S. Silin, J. Wickens, E. (1998). Towards a morethourough understanding of the world: Sexual orientation and early childhoodeducation. Gender in Early Childhood. London: Routeledge.Keddie, A. (2003). Boys Investments in Football Culture: Challenging Genderedand Homophobic Understandings. Journal of Interdisciplinary GenderStudies. University of Southern QueenslandMcInnes, D. Couch, M. (2004). Quiet Please! There‟s a Lasy on the Stage-Boys, Gender and Sexuality Non-conformity and Class. Discourse: Studies inthe Cultural Politics of Education. Doi: 10.1080/0159630042000290937Palotta- Chiarolli, M. (1995) Can I use the word „gay‟?. Boys in Schools. LaneCove: Finch Publishing.
  • 17. ReferencingRenold, E. (2006). They wont let us play…unless you‟re going out with one ofthem: girls, boys and Butlers „Heterosexual Matrix‟ in the primary years.British Journal of Sociology of Education. Doi: 10.1080/01425690600803111Renold, E. (2007). Primary School “Studs”: (De)Constructing Young BoysHeterosexual Masculinities. Men and Masculinities. Doi:10.1177/1097184X05277711