Gender Dalam Pendidikan Islam: Sebuah Refleksi

Gender issues become a very serious issue today. This is identified by a number of discourses on the women’s equal rights and men. Although the actual focus of gender studies is not limited to aspects of women, but also men. But in fact, the figure who is often marginalized is women. On the other hand, men often get more privileges in terms of rights and opportunities. Therefore, this discussion focuses on gender studies of women's aspects by comparing men's rights. Indonesian citizens have the particular rights to receive education, especially Islamic education. This paper designed to describe the problems of gender in education, the theoretical lens of Islamic education on gender equality, as well as the strategy towards gender equality in education.

O debate das questões de gênero na educação: uma análise da política educacional brasileira

O presente trabalho tem como objetivo problematizar a discussão de gênero na educação, mais especificamente, nos documentos que norteiam a política educacional brasileira, de maneira a compreender como tal questão vem sendo discutida e apresentada nos textos oficiais. Neste movimento, será possível examinar em que medida tais documentos promovem a discussão acerca da temática de gênero, refletindo, assim, aspectos inerentes aos seus avanços, limites e desafios. A título de metodologia, primeiramente, foi realizado um levantamento da documentação oficial acerca do sistema educacional brasileiro, tanto no âmbito da estruturação quanto no âmbito das recomendações de conteúdos a serem abordados nas disciplinas escolares. Posteriormente, por intermédio da perspectiva teórica da análise crítica, mapeou-se a utilização do termo “gênero” nestes documentos, a saber: a Lei de Diretrizes e Bases da Educação Nacional, os Parâmetros Curriculares Nacionais, os Novos Parâmetros Curriculares Nacionais, o Plano Nacional de Educação e a Base Nacional Comum Curricular. As conclusões apontam para o ainda tímido desenvolvimento do tema em âmbito escolar, principalmente em decorrência de conluios de grupos políticos que defendem moralmente a não divulgação científica dos conteúdos e discussões relativas à temática de gênero colocando-os de lado dentro de uma hierarquia do conhecimento, delegando-o a ser tratado em sala de aula somente quando for possível, ou então abordando essa (e tantas outras temáticas) em eventos culturais etc.Palavras-chave: Gênero. Política Educacional. Política Pública.The debate on gender issues in education: an analysis of brazilian educational policyABSTRACTThe present work aims to problematize the discussion of gender in education, more specifically, in the documents that guide the Brazilian educational policy, in order to understand how this issue has been discussed and presented in the official texts. In this movement, it will be possible to examine the extent to which such documents promote the discussion on the theme of gender, thus reflecting aspects inherent to its advances, limits and challenges. As a methodology, firstly, a survey of the official documentation about the Brazilian educational system was carried out, both in terms of structuring and in terms of recommendations for content to be addressed in school subjects. Subsequently, through the theoretical perspective of critical analysis, the use of the term “gender” in these documents was mapped, namely: the Law of National Education Guidelines and Bases, the National Curriculum Parameters, the New National Curriculum Parameters, the Plan National Education and the Common National Curriculum Base. The conclusions point to the still timid development of the topic at school, mainly due to collusions of political groups that morally defend the non-scientific dissemination of the contents and discussions related to the gender theme, putting them aside within a hierarchy of knowledge, delegating it to be treated in the classroom only when possible, or else addressing this (and so many other topics) at cultural events, etc.Keywords: Gender. Educational Policy. Public Policies.El debate sobre cuestiones de género en la educación: un análisis de la política educativa brasileñaRESUMENEl presnte trabajo tiene como objetivo problematizar la discusión de género en la educación, más específicamente, en los documentos que orientan la política educativa brasileña, para comprender cómo este tema ha sido discutido y presentado en los textos oficiales. En este movimiento se podrá examinar en qué medida dichos documentos promueven la discusión sobre el tema de género, reflejando así aspectos inherentes a sus avances, límites y desafíos. Como metodología, en primer lugar, se realizó un relevamiento de la documentación oficial sobre el sistema educativo brasileño, tanto en términos de estructuración como en términos de recomendaciones de contenidos a abordar en las asignaturas escolares. Posteriormente, a través de la perspectiva teórica del análisis crítico, se mapeó el uso del término “género” en estos documentos, a saber: la Ley de Lineamientos y Bases de la Educación Nacional, los Parámetros del Currículo Nacional, los Parámetros del Nuevo Currículo Nacional, el Plan Nacional de Educación y la Base Curricular Nacional Común. Las conclusiones apuntan al aún tímido desarrollo de la temática en el ámbito escolar, principalmente por connivencia de grupos políticos que defienden moralmente la difusión no científica de los contenidos y discusiones relacionados con la temática de género, dejándolos a un lado dentro de una jerarquía de saberes. , delegarlo para que sea tratado en el aula solo cuando sea posible, o bien abordar este (y tantos otros temas) en eventos culturales, etc.Palabras clave: Género. Política Educativa. Política Pública

Gender in Education Settings: Case Study of English Primary School Textbooks in Armenia

School textbooks do not only transmit information and knowledge, but also educate and teach students certain social roles, norms, standards, behaviors, attitudes and manners. From this perspective, it becomes important to analyze those textbooks and observe what norms are standardized, what behaviors are encouraged and what stereotypes are circulated and normalized through them. The present article focuses on the analysis of gender in terms of gender roles and stereotypes in English textbooks of primary schools in Armenia.

Qualitative Methods for Gender and Education Research in Brazil

Qualitative research predominate in Brazilian studies on gender and education. This article points that these methodologies contribute to this field as powerful tools that break the naturalization of gender relations, uncovering the subtle forms of gender inequality in everyday life and highlighting the social construction of gender. The common effort in ethnographies to make strange what is familiar are useful in overcoming these pitfalls. Qualitative methodologies are also important in the construction of contextual analyses that avoid essentialist statements about men and women as fixed universal notions, a frequent bias in gender studies. Latin American research on gender in education has used these principles with good results and this article offers some examples, developed mainly in Brazil. It also suggests researchers use qualitative methodologies to link gender to other social determinations such as class and race, in an intersectional perspective. The challenge of constructing intersectionality finds in qualitative research methods a powerful ally because it allows investigators to understand how each form of inequality combines with the other, creating new meanings. The article also stresses that analysis based on qualitative data may help break the dichotomies between social structures and individual action, fostering the understanding of the simultaneity between actions of the subjects and social determination, between change and permanence, between individuals and society. Finally, the conclusion draws attention to the need for greater dialogue between quantitative and qualitative research in the area of gender and education studies, opening space for issues highlighted in statistical analysis to be explored in qualitative research, which in turn might generate new questions to be investigated in macro-social databases.

GENDER IN EDUCATION OF VOLUNTEERS

The study focuses on the possibilities and importance of eliminating gender inequality and gender stereotypes in the area of voluntary activities in social area. The aim of the study is to show that gender inequality and gender stereotypes have negative impacts on work in volunteering in social sphere, and to show the possibilities of education of trying to improve the current state of the problem. These negative phenomena are manifested especially in the behaviour towards clients, in communication and solving critical situations. The study brings results of our own research in this area.

Gender and Sexuality Theory and Research in Education

Discussion of sex and/or gender in education has a long history, raising the difference gender makes and questioning also whether gender should make a difference and even how gender comes to be constituted in diverse ways. Many of the theorists and researchers working in these related areas examine role education plays in creating and exacerbating gender differences. They also note that when gender differences are highlighted by institutions, the resulting hierarchy of value tends to work to the advantage of male privilege and heterosexuality. Gender and sexuality difference are then used to stabilize and justify both sexism and heterosexism. This entry explores how the early philosophical theorizing that brought attention to the difference gender makes and the problems with gender-related hierarchy, setting the stage for later discussions of how and why schools need to challenge gender inequity. Exploring Anglo-American educational and related research, this entry distinguishes among theories that stress gender difference (e.g., arguing for women’s particular educational needs and strengths), theories that explore how gender differences are produced by institutions, how intersections of race challenge stable notions of what gender means, and finally, discussing how poststructural theories disrupt the normative gender binary, opening new possibilities for transgender students and other challenges to gender norms.

Formation of future teachers’ gender competence in the conditions of higher education institutions

Today the issue of ensuring gender equality in Ukraine is becoming more and more relevant. The implementation of the principle of equal rights and opportunities at all levels of social life is a necessary precondition for the formation in the state of a civilized, parity society and its integration into the European educational space. Therefore, the main task, that the scientific community now solves, is the creation of a better world for all people, in which there will be no place for any inequality: class, gender, racial or ethnic. In this aspect, fundamental changes in the content of theoretical and methodological approaches in education are naturally occurring, purposes of teaching and upbringing of youth are outlined in a new way. The clarification of the essential features and content of such concepts as «gender»,»gender culture», «gender approach» has been described. The problem aspects of gender in education institutions have been determined on the basis of a general review of scientific publications.It has been emphasized the importance of specialists’ professional training in higher education institutions. The necessity of forming a gender culture of university students based on the idea of gender public policy has been substantiated. The clarification of the essential features and content of such concepts as «gender», «gender culture», «gender approach» has been described. The problem aspects of gender in education institutions have been determined on the basis of a general review of scientific publications. It has been emphasized the importance of specialists’ professional training in higher education institutions. The necessity of forming a gender culture of university students based on the idea of gender public policy has been substantiated. The issues of introducing and improving the practical training of students as future teachers and pedagogues have been analysed.The author has emphasized the possibility of students’ preparation with additional knowledge on gender issues.