Гендерне виховання учнів у середніх навчальних закладах Канади (60-ті роки ХХ – початок ХХІ століття)

Abstract

У дисертації представлено комплексне дослідження ґенези, особливостей організації гендерного виховання учнів у середніх навчальних закладах Канади (60 ті роки ХХ – початок ХХІ століття). Обґрунтовано гендерне виховання як проблему в педагогічній теорії та практиці Канади та України, визначено суспільно-політичні, економічні, соціально-демографічні, освітньо-педагогічні передумови його становлення. Охарактеризовано зміст, організацію, форми та методи гендерного виховання, виявлено його основні стратегічні напрями на виокремлених історико-педагогічних етапах. З’ясовано особливості підвищення гендерної обізнаності вчителів, ефективні шляхи партнерства школи, родини та громади для гендерного виховання учнівської молоді. На основі порівняльного аналізу організації гендерного виховання учнів у середніх навчальних закладах Канади й України окреслено можливості екстраполяції позитивних ідей канадського досвіду з означеної проблеми в систему національної школи.

В диссертации представлено комплексное исследование генезиса, содержания, особенностей организации гендерного воспитания учащихся в средних учебных заведениях Канады (60-ые годы ХХ – начало ХХI века). Обосновано гендерное воспитание как проблему в педагогической теории и практике Канады и Украины, определены общественно-политические, экономические, социально-демографические, образовательно-педагогические предпосылки его становления. Охарактеризованы содержание, организация, формы и методы гендерного воспитания, установлены его основные стратегические направления на выделенных историко-педагогических этапах. Выяснены особенности повышения гендерной осведомленности учителей, эффективные пути партнерства школы с семьей и общественностью для гендерного воспитания ученической молодежи. На основе сравнительного анализа гендерного воспитания школьников в канадских и украинских общеобразовательных учебных заведениях обозначены возможности применения позитивных идей канадского опыта с указанной проблемы в системе национальной школы.

The thesis deals with the complex analysis of genesis, content, forms and methods of gender education in Canadian secondary schools (from 1960’s till the beginning of the 21st century). In the first chapter «Secondary school students’ gender education in Canada as a problem in the history of Pedagogy and educational practice» gender education is analyzed as an issue in the theory of Pedagogy and educational practice in Canada and Ukraine. Similarities and differences in the terminology used by scientists in both countries are revealed, peculiarities of concept framework of gender education and feminist pedagogy are outlined. The principal preconditions leading to the demand for gender education inception in Canadian secondary schools and the main stages of its development are distinguished and characterized in detail. Four groups of preconditions which contributed to the need for secondary school students’ gender education are highlighted, mainly: social and political; economic; social and demographical; educational and pedagogical. Based on the research results, four stages in the formation and development of gender education in Canadian secondary schools have been defined: 1967–1981 – formation; 1982–1988 – implementation; 1989–1999 – diversification; 2000–2015 – modernization. The second chapter «Content and organization of secondary school students’ gender education in Canada» (from 1960’s till the beginning of the 21st century) focuses on the strategic directions of gender education policy in Canada according to the content of gender education and its institutionalization during the defined stages; the present state of gender education in Canadian junior and senior high schools is studied; content of school programs, ways, forms and methods of their realization are examined. The features of partnership among schools, family, and community are presented, peculiarities of teachers’ professional training for building gender-fair schools are specified. The research results provide evidence to the fact that gender education in Canadian secondary schools at its present stage embraces two main strategic directions: antidiscrimination policy and building gender-equitable learning environment. The first direction is intended to teach students unbiased attitudes towards other people regardless of their sex, ethnicity, race, class, disability, etc. This presupposes antidiscrimination and anti-bullying work, violence prevention against girls and women, encouragement to lead a safe and healthy lifestyle, take on leadership roles in school and community. The second vector is addressed to provide all students with equal access to quality education and personal development based on individual potential and aspirations without the limitations imposed by stereotypes. It encompasses gender equitable career counseling, achievement gender gap closure, and stay-in-school initiatives. The major ways of students’ gender education in Canadian secondary schools have been identified as follows: 1) integration of gender education based on interdisciplinary approach; 2) gender courses (Women/Men/Gender/Equity Studies); 3) gender education in the process of out-of-class and out-of-school activities, career counseling; 4) gender education by means of students’ leadership; 5) gender balance maintenance in school administration and personnel; 6) partnership among the school, family, and community; 7) teachers’ professional pre-service and in-service gender training. The research indicates that the methods of gender education in Canadian secondary schools can be classified into: 1) the methods aimed at increase of students’ gender awareness (discussion, biographical, timeline and concept map building, photo-voice, critical analysis of films, scientific articles, video, mass-media, works of art, legislative documents, trial cases, etc.); 2) students’ equal interaction and partnership (case-study, projects, debates, community circle, red tag strategy, games, forum-theatre, freeze activity, interview, brainstorming, etc.); 3) pedagogical monitoring (essays, journal-writing, RAFT, activist projects, questionnaires, check-lists, portfolio). The third chapter «Comparative analysis of gender education in Ukrainian and Canadian secondary schools» is devoted to examination of similarities and differences in the gender education of the school youth in both countries and serves as the basis for defining opportunities for implementation of positive experience elaborated by Canadian colleagues in the national school.