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Жамият ва инновациялар -
Общество и инновации -
Society and innovations
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The issue of gender approach in pedagogical practice
(on the example of the education system of foreign countries)
Shokhsanam BARATOVA 1
Samarkand State University
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
20 February 2021
Accepted 15 March 2021
Available online
15 April 2021
Keywords:
gender equality,
gender approach
in education,
readiness to implement
gender approach,
teacher representation
in gender orientation
in education.
Achieving gender equality around the world is becoming a
central point of development of the country and society and an
important part of the state strategy, and data based on the
gender model of these symmetrical and balanced inclusive
aspects of men and women are analyzed.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https: //creativecommons.org/licenses/by/4.0/deed.ru)
Pedagogika amaliyotida gender yondashuv masalasi
(chet davlatlarning ta’lim tizimi misolida)
ANNOTATSIYA
Kalit so Zlar:
gender tenglik,
ta’limdagi gender
yondashuv,
gender yondashuvni amalga
oshirishga tayyorlik,
o‘qituvchilarning ta’limdagi
gender yo‘nalishi bo‘yicha
vakili.
Butun dunyoda gender tengligiga erishish mamlakat
va jamiyat taraqqiyotining markaziy nuqtasiga aylanayotganligi
va davlat strategiyasining muhim qismini tashkil gilishi hamda
bu erkaklar va ayollarni nosimmetrik va muvozanatli inklyuziv
jihatlarining gender modeliga asoslangan ma’lumotlari tahlil
qilingan.
1 Doctoral student in the history of pedagogical education at Samarkand State University, Samarkand, Uzbekistan.
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Вопрос гендерного подхода в педагогической практике
(на примере системы образования зарубежных стран)
АННОТАЦИЯ
Ключевые слова: Достижение гендерного равенства во всем мире
гендерное равенство, становится центральной точкой развития страны и
гендерный подход > >
общества и важнои частью государственнои стратегии и
в образовании,
готовность к реализации анализируются данные, основанные на гендерной модели
гендерного подхода, этих симметричных и сбалансированных ИНКЛЮЗИВНЫХ
представительство аспектов мужчин и женщин.
учителей в гендерной
ориентации
в образовании.
General formulation of the problem and its connection with important scientific and
practical problems. In the categorical-theoretical apparatus of pedagogical science, the
concept of “Gender”. Gender studies have become an integral part of all human sciences,
including pedagogical science. In addition, in the aggregate of the means of scientific
support of modern education, the theory of the gender approach is increasingly asserting
itself as a methodological orientation in teaching [1], [2], [3], [4].
Using the concept of “hidden curriculum”, advocates of a gender approach in their
research show how the education system at all its levels (from kindergarten to academies
and universities) demonstrates the unequal status of men and women in society and
contributes to the preservation of and reproduction of established gender stereotypes [2],
[4], [5],[6], [7], [8] [9].
The studies of school practice show that, in terms of the values of gender equality, it
needs significant modernization. That is why the application of a gender approach in the
educational sphere is currently considered as a way to improve the level and quality of
education of male and female students. The importance of reforming the education system
taking into account the inclusion of gender approaches is also indicated in the Gender
Strategy of the Russian Federation [10].
In addition, such Russian researchers as I.S. Kon [11], O.M. Zdravomyslova-Stayunina
[12], L.V. Shtyleva [2], L.V. Popova [13], S.G. Aivazova [14], G.G. Silaste [15], EN. Kamenskaya
[3] and others in their works note that over the past decades in the life of Russian society there
have been significant changes in socio-role relations: there is a rethinking of the place and role
of women in various social spheres, the rigidity in the division of labor has decreased, the ego
is growing-litarization of marriage and family relations, cultural stereotypes of masculinity
and femininity have become less rigid and polar.
Comprehension of the pedagogical process from the standpoint of the concept of
“gender” is of fundamental importance, since many ideas about professional self-
determination, life strategy, access to resources and power, which are based on a socio-
sexual orientation, are formed at school. The implementation of a gender approach in
school will allow to form an idea that gender is not a basis for discrimination based on any
criterion or indicator, that it enables women and men to enjoy human rights in the fullness
of this concept, gives rise to forces for free choice of paths and forms of self-realization at
the level of their unique individuality.
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As LV. Kostikova, “the point is not that representatives of different genders need a
differentiated approach on the part of the teacher, but that they have to face a complex
world of changing gender stereotypes that conflict with personal desires and inclinations
person. To explain the nature of stereotypes, to show their variability and social
conditioning these are the tasks of the gender approach in education” [16].
The gender aspect of rethinking pedagogical science and practice is most fully
represented in the theory and methodology of the gender approach in school education,
developed by L.V. Shtylevoy [2]. The researcher was the first to attempt to apply a gender
approach in pedagogy and education. The goal of the gender approach in education is to
deconstruct the traditional cultural constraints on the development of the potential of an
individual depending on gender, to comprehend and create conditions for maximum self-
realization and disclosure of the abilities of girls and boys in the process of pedagogical
interaction. Implementation gender approach and gender analysis in education, according
to L.V. Shtyleva, will contribute not only to gender equality in society, but also, which is
important, will make positive changes in gender relations in general, will serve as an
impetus for the harmonious development of the individual in the process of education.
Therefore, understanding gender issues and mastering the main provisions of the
gender approach is becoming an urgent task in the field of training specialists who are
professionally involved in training and educating the younger generation.
In these conditions, it becomes urgent to form teachers’ understanding of the need
for a gender approach and the attitude towards its implementation; meaningful and
methodological psychological and pedagogical preparation of future teachers for the
implementation of a gender approach in teaching. To solve these problems, it is required
to use new organizational forms and effective teaching technologies, to create teaching
aids, textbooks, additional training courses, along with mandatory curriculum courses.
An equally important area is the improvement of the psychological and pedagogical
qualifications and skills of teachers, associated with the formation of the teacher’s
readiness to implement a gender approach in teaching schoolchildren.
It should be noted that the teacher’s readiness to implement a gender approach in
teaching schoolchildren is understood as a systemic education of the teacher's personality,
which integrates knowledge of the basics of gender aspects of pedagogy and psychology,
the need and ability to apply them in practical pedagogical activity, the ability to solve the
problems of this activity at a high level. - com at a professional level, striving for
self-education and self-education in this direction.
Analysis of recent studies and publications, which considered aspects of this
problem and on which the author justifies; highlighting previously unsolved parts of the
general problem. In recent decades, gender education has gradually “penetrated” the
higher education system. By gender education, following scientists who have experience
in this direction [17], we mean an educational model that takes into account gender
interests, takes into account the presence of gender problems in the social development of
society and the education system, and searches for ways to solve them ... Gender education
is education aimed at mastering by students the basics of the gender concept and
manifestations of the regularities of gender relations in society, the development of
cultural tolerance and an egalitarian worldview.
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In addition, mastering the basics of gender knowledge corresponds to the main goals
of modernizing higher education, the tasks of introducing the principles of the Bologna
Agreement into the educational process and improving the quality of university education.
Some Russian universities and institutes of higher education operate gender centers
and laboratories, hold scientific conferences and seminars on gender studies, teach gender
courses, and publish textbooks on gender subjects. For example, the Department of
Feminology of Ivanovo State University (O.A. Khasbulatova), the Laboratory for the
Development of Gender Education of the Pedagogical Faculty of Moscow State University,
make their contribution to the rapprochement of gender education with Russian reality.
M.V. Lomonosov (I.V. Kostikova), St. Petersburg State Pedagogical University named after
Al. Herzen (LS. Kletsina), Murmansk State Pedagogical Institute FPK and PPRO
(L.V. Shtyleva), Research Center for State Pedagogical Sciences at Volgograd State
Pedagogical University (L.I. Stolyarchuk), Research Laboratory of Psychological Pedagogy
- Institute for Advanced Studies and Retraining of Educators (UIPKPRO, Ulyanovsk), the
Center for Gender Studies in Ivanovo (0.V. Shnyrova), the Tver Center for Women’s
History and Gender Studies in the Tver State University (V.I. Uspenskaya), St. Petersburg
Language Institute (I. Yukina), Saratov researchers, and many others. dr.
LS. Kletsina [18] notes that the methodological component of practical orientation of
gender education is aimed at solving problems associated with the formation and development
of students’ skills in gender analysis and education. Personally oriented orientation of gender
education provides for the development of gender competence in trainees as a personality
characteristic, which is manifested in the sphere of inter-sex interaction.
However, as Shnyrova accurately noted [19], despite the recent development of
gender education in Russia, it is still very early to talk about gender pedagogy as an
independent branch of science, “specially organized, purposeful activity for the formation
of a person, forms and methods upbringing, education and training”. Science that at the
theoretical level generalizes the experience of gender education does not yet exist.
Gender education in higher pedagogical education, in our opinion, is one of the
determining factors in the spread of the gender approach in general education schools.
Purposeful systematic preparation of a future teacher for the implementation of a gender
approach can be considered as an important area of modernization of higher pedagogical
education. However, an analysis of pedagogical periodicals showed that over the past
fifteen years, only a few programs on gender education for school teachers and students of
pedagogical universities have been published: the program of the special course
“Fundamentals of Gender Pedagogy” [20], FPK for educational workers [21], course
“Gender socialization and education: theory and practice” for students of higher
educational institutions of a pedagogical profile[22].
Nevertheless, all the positive and scarce experience of integrating a gender
approach into teacher education cannot give a quick result. Our attempt to search for
scientific research concerning the practical application of the gender approach in the
pedagogical practice of teachers was not crowned with success.
Formation of the goals of the article (setting the task). This study was conducted to
identify teachers’ perceptions of gender mainstreaming in education. In psychology, a
representation is understood as a visual image of an object or phenomenon (event) that
arises on the basis of past experience (given sensations and perceptions) by reproducing
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it in memory or in the imagination [23]. Thus, the basis of ideas is always the previous
experience of a person.
To identify teachers’ perceptions of a gender approach in education, we have
developed a questionnaire that includes the following questions:
e From what source did you first hear the word
e “Gender”?
e Continue with "Gender is..."
e Continue the phrase: Gender approach in education is ...
e Continue the phrase: Gender approach in education is necessary because ...
e Continue the phrase: Gender approach in education is difficult, because ...
e List the areas of professional activity in which the teacher can use the gender
approach most effectively.
e What do you think, do you use in your teacher gogic and sociological diagnostics
of Ulyanovsk gical practice gender approach?
The survey was attended by 65 teachers working in schools in the Primorsky and
Khabarovsk Territories, as well as in the Ussuriysk Suvorov School. A total of 44 women
and 21 men, aged 20 to 60, who had a teaching experience of 1 to 40 years, were
interviewed. The average age of the respondents is 42.5 years, the average teaching
experience is 18.5 years.
86 % of the interviewed teachers have a pedagogical education, which they received
at the Ussuri State Pedagogical Institute (34 %), at the Blagoveshchensk State Pedagogical
Institute (12.5 %), at the Komsomolsk-on-Amur State Pedagogical University (9 %), at the
Khabarovsk State Pedagogical Institute (3.6 %), the Spassk Pedagogical School (7 %) and
other professional and pedagogical institutions in Russia. 14 % of respondents have a
university, non-pedagogical education (chemist, philologist), technical education
(technician, radio technician, construction technician-technologist), as well as education
received in various fields of military engineering and management.
Presentation of the main material of the research with full justification of the scientific
results obtained. Among the teachers surveyed, 21.5 % noted that before the survey they had
not heard such a word as “gender”. 37 % of respondents first encountered this concept during
their studies at a university or while taking advanced training courses, and 32 % - in the
process of self-education. 49 % of teachers who took part in the study noted the mass media
and the Internet as a source of information on the concept of “gender”, 15 % - colleagues at
work, friends, acquaintances, 7.7 % - professional literature.
Thus, only one third of teachers received information about the concept of “gender”
during vocational training or during their professional development. In addition, only
7.7 % of the teachers surveyed indicated professional literature as the source from which
they first learned about the concept
“Gender”. This fact can be explained either by the fact that teachers rarely turn to
professional (pedagogical, psychological) literature, or by the fact that gender issues are
poorly covered in it.
Analysis of answers to the question “Continue the phrase “Gender is ...” showed that
72 % of the teachers surveyed have a more or less correct understanding of the concept of
“gender” (differences by sex, gender, social gender, sex-role behavior, functions of men and
women in society). 14 % of respondents were unable to characterize this concept, and
13.5 % have erroneous ideas about it.
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The views of the interviewed teachers about the gender approach in education are
as follows: only 9 % of respondents’ answers correspond to the scientific interpretation of
this concept (it is associated with taking into account the interests of students and equality
in providing them with educational opportunities); 38 % of teachers associate a gender
approach in education only taking into account the gender of students in the educational
process, 11 % - with separate education, 3 % — with the division of the class into boys and
girls, 29 % of teachers were unable to characterize this concept. Thus, the study showed a
very low awareness of teachers in issues related to gender approach in education.
When analyzing the answers of the interviewed teachers regarding the need to
implement a gender approach in education, the following results were obtained: 38.5 % of
teachers could not answer this question; 10.8% of the respondents do not see the need for
its implementation at all; 18.5 % - associate the need to implement a gender approach with
the fact that boys and girls have different psychological and physiological apply a gender
approach only in the case of individualization of education. Only one respondent (1.5 %)
pointed to the need to implement a gender approach as a condition conducive to self-
determination of schoolchildren.
Among the reasons that hinder the implementation of a gender approach in
education, the interviewed teachers noted the unpreparedness of the school (15.4 %)
(apparently the teachers meant the unpreparedness of the participants in the educational
process), the lack of conditions for its implementation and the absence of such schools
(14 % ), lack of knowledge about him (4.6 %), inability to take into account the individual
interests of each child (3.1 %), unpreparedness of society as a whole (3.1 %), different
rates of development of boys and girls (3, 1 %), large time costs and an increase in the
workload of teachers in connection with its implementation (3.1 %), existing stereotypes
(1.5 %), the predominance of women in society (1.5 %). In addition, 1.5% of respondents
do not see any difficulties in the implementation of the gender approach, and 41.5 % were
unable to formulate the reasons that impede its implementation.
As the main areas of professional activity in which a teacher can use the gender
approach most effectively, teachers most often singled out the classroom hour and
educational work (23 %), physical education (18 %) and technology (10 %). Thus, the
highlighted areas correspond to the traditional sex-role approach to teaching and
upbringing, which may indicate that the interviewed teachers equate the sex-role and
gender approaches.
The data obtained as a result of the questionnaire survey on the use of the gender
approach by teachers in their pedagogical practice shows that 20 % of teachers do not use
it, 46 % use only its individual elements, and only 8 % actively use the gender approach in
their activities. ...
Conclusions of the study and prospects for further research in this direction. So, the
study showed that despite a fairly well-developed theory of the gender approach in
pedagogical science, knowledge of this kind is practically not used in pedagogical practice,
and the teachers we interviewed have rather vague ideas about the gender approach in
education. and its application. In our opinion, this is due to the poor awareness of teachers
about this approach. Thus, improving the qualifications of teachers and students of
pedagogical universities in gender issues, their systematic information support, equipping
with teaching aids in which gender issues would receive coverage, is, in our opinion, one
of the urgent tasks of modernizing education. - nii and society. Its implementation could
contribute to promoting the ideas of gender equality in society and wider dissemination of
a gender approach in schools.
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