The document discusses three paradoxes in the Moroccan educational system regarding gender:
1. While the number of female students has increased, women's academic achievement decreases drastically in employment, especially in higher positions. This is reflected in classroom interactions where girls have smaller "linguistic space" and receive less feedback. Gender bias also differentially treats boys and girls.
2. Gender stereotyping is abundant in classrooms. Stereotypes simplify reality, are acquired indirectly, are often false, and resist change. Stereotypes impact girls' self-esteem and achievement.
3. The document examines how gender and education are shaped by sources of authority in Moroccan culture, with religion and urban-
Gender is a social construct that defines social relationship between men and women. Women belong to the feminine gender because during the process of growing up, certain culturally constructed feminine traits are inculcated into them, right from the birth.
Educational Leadership for Teachers and EducatorsTimothy Wooi
A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
The History of the Study of Intercultural Communication
General Understanding of Culture
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Gay, Lesbian, and Transgender in the workplace: Speaking out about inclusion
Learning objective: Address workplace techniques to overcome those stereotypes
How do we honor individual beliefs and choice to protect business values and morale? Diversity and inclusion practices represent a corporation’s capacity to utilize an array of talents, cultures, and experiences. This allows organizations to gain access to creativity and problem solving far beyond what would be available in a monocultural environment. With this commitment, there is also a clear business value system that respects the rights of all to work in a safe environment
that values their contributions. 70 percent of surveyed LGBT community members report that they feel discriminated against and bullied at work. Over half have had to leave workplaces at least once in their careers because of related issues. Join us in this workshop for a candid discussion about unique challenges and explore strategies to create a LGBT friendly work environment.
At the end of this workshop:
a. Identify challenges and issue specific to the LGBT community (according to individual experiences and surveys)
b. Explore statistics and real world examples
c. Explore best practices in building friendly LGBT environments
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
Gender stereotype difination, effects, causes, and solutions DolehKhan
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
In social psychology, a stereotype is a fixed, over generalized belief about a particular group or class of people.
Term “Stereotype "was coined by “Walter Lippmann”. He defines the term in his 1922 book, Public Opinion, as “the pictures in our heads" that we have of a specific group of people.
Gender is the classification by which words as feminine, masculine or the sex of the person.Define as Gender expression includes all the ways a person communicates their gender based on societal factors such as gender norms and perceptions.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Gender is a social construct that defines social relationship between men and women. Women belong to the feminine gender because during the process of growing up, certain culturally constructed feminine traits are inculcated into them, right from the birth.
Educational Leadership for Teachers and EducatorsTimothy Wooi
A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
The History of the Study of Intercultural Communication
General Understanding of Culture
Attributes and Character of Culture
Directions and Goals of Culture
Gay, Lesbian, and Transgender in the workplace: Speaking out about inclusion
Learning objective: Address workplace techniques to overcome those stereotypes
How do we honor individual beliefs and choice to protect business values and morale? Diversity and inclusion practices represent a corporation’s capacity to utilize an array of talents, cultures, and experiences. This allows organizations to gain access to creativity and problem solving far beyond what would be available in a monocultural environment. With this commitment, there is also a clear business value system that respects the rights of all to work in a safe environment
that values their contributions. 70 percent of surveyed LGBT community members report that they feel discriminated against and bullied at work. Over half have had to leave workplaces at least once in their careers because of related issues. Join us in this workshop for a candid discussion about unique challenges and explore strategies to create a LGBT friendly work environment.
At the end of this workshop:
a. Identify challenges and issue specific to the LGBT community (according to individual experiences and surveys)
b. Explore statistics and real world examples
c. Explore best practices in building friendly LGBT environments
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
Gender stereotype difination, effects, causes, and solutions DolehKhan
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
In social psychology, a stereotype is a fixed, over generalized belief about a particular group or class of people.
Term “Stereotype "was coined by “Walter Lippmann”. He defines the term in his 1922 book, Public Opinion, as “the pictures in our heads" that we have of a specific group of people.
Gender is the classification by which words as feminine, masculine or the sex of the person.Define as Gender expression includes all the ways a person communicates their gender based on societal factors such as gender norms and perceptions.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Radical pedagogies: Dismantling the curriculum educationRichard Hall
My slides for radical pedagogies: a humanities teaching forum, at the University of Kent on 11 January 2018. There are notes available at http://www.richard-hall.org/2018/01/12/radical-pedagogies-dismantling-the-curriculum-in-higher-education/
A research paper about Gender Discourse Analysis in "Hamlet". Gender discrimination has been highlighted in perspective of discussion between the characters of the drama.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
"But I'm Not Gay": What Strainht Teachers Need to Know about Queer Theory. ...eraser Juan José Calderón
"But I'm Not Gay": What Strainht Teachers Need to Know about Queer Theory. Elizabeth ]. Meyer .
Introducción
La mayoría de los académicos y educadores se mantienen alejados de la teoría queer porque la palabra "queer" tiene una larga historia de ser un término peyorativo para gays y lesbianas o cualquier persona percibida como diferente. Lo que muchas personas no entienden es que en los últimos veinte años, este término ha sido activamente en reconstrucción y ha recibido nuevos significados y aplicaciones. Aunque "queer" todavía se usa a menudo con la intención de dañar, en contextos académicos ha llegado a representar nuevos conceptos que, cuando se aplican en el entorno escolar, pueden tener una influencia liberadora y positiva en la forma en que funcionan las escuelas hoy en día.
Presented as an introduction to the study beginning in the fall - a personal reflection and literature review of the need to incorporate multicultural literature in the classroom on a frequent and regular basis to assist not only with reading skills, but in self development, esteem, and identification. Shared at UCF's International Conference on Poverty, Globalization, and Education: A Holistic Approach in February, 2015.
gender and language chapter 3 discourse definitions gendered discourse cofp
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discourse
basic leveL discourse
linguistic discourse
sociolinguistic discourse
social and cultural discourse
definition of discourse
characteristics of discourse in language and gender
supporting discourse
competing discourse
relation
analysing
FPDA
FCDA
gendered discourse
gendered identity
feminist linguistics
community of practice
1. The Paradoxes of Gender
in the Moroccan Educational System
Fatima Sadiqi
International Institute for Languages and Cultures
(Fez)
Mate 33, Marrakech, Jan 28, 2013
2. Background Preliminaries
• This presentation is based on my own experience, research, and
observation. I focus on foreign language teaching/learning and I adopt a
broad intersectionality approach whereby various social divisions intersect
to explain attested phenomena (Crenshaw 2005, McCall 2005). My premise
is that teaching a “global” language in a multilingual setting does not mean
that we won‟t have to worry about gender issues. Teaching English or
teaching in English in Moroccan schools and universities, like teaching
other subjects anywhere in the world, is never gender-neutral.
• Much of the literature in humanities and social sciences has shown that the
intersection of gender (a social construct but also an analytical tool) and
education (a genuine source of empowerment) does not take place in a
vacuum (Sunderland 1994, Yepez 1994, Willett 1996, Vandrick 1999,
Gurian 2001, Sadker 2002, Sanders 2003, among others).
3. Background Preliminaries
So far as the Moroccan context is concerned, the intersection of
gender and education is not born in the classroom (Ghuddami
1996 ,Abu-Risha 2000, Sadiqi 2003, Ennaji 2005, Moghadam
2008). Two interrelated aspects are central in this intersection.
1.Both gender and education are engineered by the sources of
power and authority in Moroccan culture (gender is primarily
constructed and reinforced in family socialization and education
is primarily “manufactured” by state policies).
2. Gender is a significant linguistic variable in any EFL (or ESL)
experience; hence the classroom is a context/space where
considerable reflection/remedy can be provided.
4. Background Preliminaries
These two aspects are linked by language. Indeed, language is a
determinant factor in both gender role assignment and teaching/learning. In
her landmark piece « He Is the Sun, She Is the Moon: A Feminist
Sociolinguistic Approach to Teaching the French Language», Claudia
Moscovici (1997:1) states:
As a result of current sociolinguistic research, we
have begun to acknowledge the fact that language is
neither a "neutral" nor a "natural" phenomenon, but a
symbolic system which produces, shapes and
perpetuates social norms and relations.
Consequently, just as the use of language impacts behavior and attitude in
family settings (Sadiqi 2003, 2012), it also impacts behavior and attitude in
classroom interaction (whether teacher-student or student-student, or
indirectly through the language of textbooks).
5. 1.
Aspect 1: Gender and education are engineered by the
sources of power and authority in Moroccan culture
• A space-based patriarchy (men and women are culturally assigned
different spaces. These spaces may be physical (e.g. dress, home
architecture), symbolic (e.g. masculine/feminine discourses), or
linguistic (e.g. space allocated to teacher/student classroom
interaction). Men‟s spaces are “public” and women‟s “private” (with
“public” also meaning endowed with authority (power sanctioned by
society). Within this space-based patriarchy, girl‟s education may
lead to power but not authority in the cultural sense (e.g. educated
women may acquire power but not a culturally sanctioned
independent status).
• Religion (where education is valued but the readings of the sacred
texts have always been only male, hence intrinsically biased and
leading to a cultural meaning of a girl‟s education).
• Urban/”modernity” nexus (e.g. only urbans “deserve” education).
6. Aspect 2: Gender is a significant linguistic variable in
any EFL (or ESL) experience
• Research in the field of foreign (and second-) language acquisition,
tells us that like the age, race, social class, or ethnicity variables,
gender is a determinant factor in the success (or failure) of any
teaching/learning experience: Clarricoates, (1978), Stanworth
(1981), Spender & Sarah (1980), Mahony (1985), and Coates
(1998), among others. In Morocco, a number of unpublished
manuscripts, monographs and graduate theses attempted to look at
these issues but more research is still needed here.
• Indeed, research in education is being increasingly informed by
feminist paradigms. From a feminist perspective, education in
Morocco is a genuine venue of progress and change. It is a powerful
locus where paradoxes can be unpacked and addressed. There are 2
reasons for this: girls‟ education is increasingly valued by families
and development promoters can no longer overlook women‟s
education. But what are the paradoxes that can inform this research?
7. Paradox 1
• With this overall background in mind, reflecting on the status of gender
dynamics in the Moroccan educational system almost 60 years after
independence, three intriguing paradoxes come to mind.
• Paradox 1: on the one hand, the number of female pupils and students has
been on the increase at the primary, secondary and tertiary levels (over 60%
at the tertiary level), yet on the other hand, the academic achievement of
this female population decreases drastically when it comes to employment
especially in the higher spheres of decision-making positions in both the
private and the public sectors. How is this paradox attested in the classroom
(assuming that it can be approached from various angles)?
Facts
• 1-In Morocco, females are present quantitatively more than qualitatively in
classrooms. This is most attested in class interaction feedback.
8. Paradox 1
• This fact is a reflection of the widespread stereotype that girls/women do
“badly in serious situations/jobs” where leadership is required.
• Theoretically, the importance of gender in feedback provision and task-
based interactions is highlighted by some studies in foreign language
learning: Aries (1976), Gass & Varonis (1986), Tannen (1990), Pica et al
(1991), Kasanga (1996), and Oliver (2002). In cultures more or less like
ours, the two Iranian scholars Parviz Birjandi and Omid Tabatabaei (2009)
have shown that in conversational interactions, the gender of both the
learner and the interlocutor impacts the quality of EFL learners
performances.
Thus: managing gender and creating balance is crucial for boosting the
self-esteem and self-confidence needed for quality performance in and
outside the class. The role of the task of the teacher is important.
9. Paradox 1
2-In classrooms, the “linguistic space” of girls is smaller than that of boys.
• The concept of linguistic space was first used by Mahony (1985) in relation
to students‟ participation in class. Later on Allison Julé (2009) used the
expression to examine language use in class.
In my 2003 paper “Women and Linguistic Space in Morocco”, I argue that
Moroccan women‟s linguistic space is smaller in the public sphere of
authority, including education. As a result, Moroccan girls‟ class
participation, and hence their language-learning opportunities are restricted.
Further, the fact that women‟s silence is generally favored in our culture is
transposed to the classroom situation. Silence is often used by girls to
avoid situations where the teacher would react negatively to their
comments (we all know that generally speaking, rebukes are more
consequential for girls than boys in our culture).
10. Paradox 1
• 3-There is gender bias (conscious and unconscious differential treatment)
in the Moroccan Classroom
• Teachers and students don‟t leave their gender biases at the door of the
classroom (see also the findings of the American Association of University
Women Educational Foundation, 1992, 1999; Sadker & Sadker, 1994)
where gender inequity in society is amply documented.
• Because gender bias impacts girls‟ self-esteem and self-confidence
negatively, it weakens their achievement, kills their ambition and lessens
their accomplishment. This makes girls overall school experiences
qualitatively different from boys‟. Numerous works have shown this at the
theoretical level with various socio-cultural contexts in mind: Streitmatter
(1994), Wellhousen & Yin (1997), Sadker (1999), and Bauer (2000),
among others.
• Thus: teachers (male and female) need to recognize gender bias in
themselves and work towards eliminating it.
11. Paradox 1
4-Gender stereotyping abunds in the classroom
. Gender bias creates gender stereotyping. The term “stereotype” initially referred
to a printing stamp which was used to make multiple copies from a single
model or mold. Walter Lippmann (1922) was the first scholar to adopt the term
and use it as a means of describing the way society sets about categorizing
people or “stamping” them with a specific set of characteristics.
Lippmann identifies four major aspects of stereotypes: simplicity, secondhand
acquisition, falsehood, and resistance to change. Accordingly, stereotypes are
simpler than reality (often capable of being summarized in only two to three
sentences), acquired from cultural mediators rather than from direct experience,
false by nature (as they attempt to claim that each individual human being in a
certain group shares a set of common qualities with the members of that
group), and tenacious (even after centuries of recorded history, the old
stereotypes relating to gender and race are still stubbornly present even in the
most developed countries).
12. Paradox 1
• Stereotypes render girls “invisible” in class (Marshall & Reinhartz, 1997, Sadker &
Sadker, 1994, Sadker, 2000, 2002).
Teachers (male and female) need to question commonly held beliefs about behavioral
differences, segregation, expectations, and student-teacher interactions. How?
-By controlling one‟s own behavior in class.
-By discussing gender attitudes through videotapes for example.
-By allocating the same praise, constructive feedback and consideration to girls and
boys.
-By being neutral when commenting on students‟ performances.
-By taking into account the fact that whereas boys tend to jump on the answer girls do
this less.
-By questioning deeply rooted sexist attitudes and be willing to find pedagogical ways
of helping pupils and understand that sexism, gender bias, and stereotypes have dire
personal and professional effects.
All these need awareness of the Moroccan socio-cultural background.
13. Paradox 1
• Poor class performance leads to poor employment opportunities. According to
modernization theory, a society‟s investment in education is expected to pay off in
the increase of the workforce and efforts in female education are expected to pull
more women into the labor force. However, female unemployment rate in Morocco
is still disproportionately high relative to male unemployment. In other words,
while women‟s educational attainment has increased, their participation in the labor
force has not increased as expected.
Paradox 1 is the most appropriated to the classroom setting. Moroccan girls are
socialized in a general context where media continuously sends messages that
traditional gender roles are the only guarantee of a stable family, that women‟s
primary roles in society are housewife and mother. As a result, the girl‟s
employment is often seen as unimportant to her and her family despite her level of
educational achievement. Further, culturally, men are understood to be the
breadwinners. In the Moroccan patriarchal society, many women are dependent on
the male members of their family including father, brother, uncle, husband, and son.
14. Paradox 2
• Paradox number 2, Morocco is today at the forefront of the Arab-Islamic
world with respect to women‟s legal achievements, and yet in spite of some
progress, Morocco counts one of the highest illiteracy rates in the region.
Moroccan women‟s illiteracy is attested statistically and sociologically.
Statistically, women constitute the largest illiterate portion of the Moroccan
population . According to the Ministry of Education (2012) , the rate of
illiteracy among the female population is 46% in urban areas and 64% in
rural areas.
Credible women‟s NGOs give higher rates: 56% on average in urban areas
and 75% in rural areas (ADFM 2012).
15. Paradox 2
Sociologically, the pools of illiterate women are poorer, older and frequently
rural .
For example, in the Moroccan countryside, access to education is not easy for girls
as they are less likely to be permitted to travel to school (even on foot or by public
transport) or to attend public boarding schools.
Women‟s illiteracy is also a result of a trans-cultural inequality whereby men‟s
educational achievement is privileged over women‟s.
Illiteracy creates gender division and excludes a large portion of Moroccan women
from positions of decision-making, the written media and similar powerful
domains. Cameron „s (1992: 203) words resonate here:
The higher a country’s overall illiteracy rate, the wider the
gap between women and men.
16. Paradox 2
The extent and meaning of gender and illiteracy in Moroccan culture needs
to be understood within the overall educational system in the country
characterized by:
• Inconsistent educational policies
• Instrumentalization of the ambiguity between modernity and Western
ideology
• Politicization of language
• Instrumentatlization of religion
• Hence, the urban/rural, formal/informal, public/private, structure of
Moroccan education maintains an elitist delivery system of learning in
terms of geographic origin, class and gender. As a result, women suffer
from geography, culture and class positions in education .
17. Paradox 2
• As a result, the majority of Moroccan women are „doubly‟ illiterate:
historically, they have not had the chance to become literate in
Standard Arabic and nowadays they miss literacy in their mother
tongues. Within the Moroccan socio-cultural context, literacy
presupposes knowledge of a written language and Moroccan Arabic
and Amazigh are not considered „languages of literacy‟. The fact
that Standard Arabic is a written language distances Moroccan
women even further from literacy.
• In sum, in Morocco, illiteracy perpetuates the gender gap between
women and men and further subdues women (see similar results in
Ramdas 1989, Stromsquist 1990, and Carmack 1992).
18. Paradox 2
Overall, Paradox 2 reveals that education is not a steeping
stone to greater autonomy for women. Education may lead to
women‟s higher level of social status but still as dependents.
Latouff (2004) attributes this state of affairs in the Arab-
Islamic world to women‟s lack of improved social status. The
social and cultural constraints still prevail.
The general belief is that a woman can achieve a higher social
and financial status only through marriage. Families educate
their daughters with the idea of finding them more suitable
husbands.
19. Paradox 3
• Paradox number 3 : it is true that Moroccan women scored
significant educational gains, yet it seems those gains benefit
Moroccan society more than they benefit women themselves.
• Moroccan women do not constitute a homogenous group and
hence are not equally empowered by education.
• Women‟s education is primarily seen by the state as a means
of development .
• For women‟s own interests to be satisfied women should be
promoted as human beings with rights, foremost among them
is education.
20. Paradox 3
• Paradox 3 is a reflection of the previous two paradoxes. A
combination of socio-cultural constraints and volatile
educational policies render girls‟ and women‟s empowerment
as individuals with educational rights invisible.
• The classroom is often understood as an extension of family: it
is both a public and a private space.
• Only an understanding of Paradoxes 1 and 2 can allow us to
start thinking about Paradox 3.
21. Conclusions
If, as I stated in the introduction to this presentation, both gender and
education are shaped by the sources of power and authority in Moroccan
culture, and if gender is a significant linguistic variable in ESL/EFL
experiences, then remedies to gender and educational issues can be found
only inside the Moroccan socio-cultural and political context.
* Western theories in the field are very helpful at a certain level of general
approach, but as with everything related to gender and education, an
understanding of the ground realities can in no way be circumvented in
analysis. Work on „Moroccan‟ language and gender (also referred to as
„feminist linguistics/sociolinguistics‟ ) falls within the wider gender/women
studies and is only emerging, but it does provide genuine and promising
venues of research in feminist classroom pedagogy. Our mulitlingual and
multicultural context is rich enough to provide the necessary raw data and,
why not, theory?