Baranović, Branislava and Doolan, Karin and Jugović, Ivana (2010) Jesu li čitanke književnosti za osnovnoškolsko obrazovanje u Hrvatskoj rodno osjetljive? Sociologija i prostor, 48 (2). pp. 349-374. ISSN 1846-5226 (Print), 1849-0387 (Online)
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Abstract
Cilj ovoga rada je problematizirati rodnu (ne)osjetljivost čitanki književnosti u osnovnoškolskom obrazovanju u Hrvatskoj. Pod rodnom osjetljivošću podrazumijevamo rodnu ujednačenost u autorstvu čitanki i tekstova te nestereotipan prikaz likova. U provedenom empirijskom istraživanju korištena je klasična analiza sadržaja, a istraživačkom matricom obuhvaćene su sljedeće varijable: zastupljenost muškaraca i žena kao autora čitanki, tekstova i metodičkih priloga, zastupljenost muških i ženskih likova te stereotipnost njihovih psihosocijalnih osobina, vrijednosnih sustava, profesionalnih i obiteljskih uloga. Analizirane su čitanke književnosti od prvog do osmog razreda. Rezultati su pokazali da su žene u usporedbi s muškarcima znatno podzastupljene u čitankama: muškarci dominiraju u čitankama kao autori tekstova i svih priloga uz tekstove, ali i kao likovi o kojima se govori u tekstovima i njihovim prilozima. Tradicionalni pristup rodnoj problematici u čitankama izražen je u prikazu obiteljskih uloga i bračnog statusa likova kojima se učenicima/ama promovira stereotipna uloga žene kao majke i obitelj s djecom kao poželjni obrazac bračnog života u odrasloj dobi. Iako su u tekstovima muškim i ženskim likovima dodijeljene i stereotipne osobine, vrijednosti i profesionalne uloge, mogu se zamijetiti i primjeri rodno nestereotipnih prikaza likova koji mogu doprinositi rodnom senzibiliziranju nastavnog procesa. (IN ENGLISH: This article examines the gender (in)sensitivity of primary school literature textbooks in Croatia, operationalised as gender balanced authorship of textbooks and texts and a nonstereotypical portrayal of textbook characters. Content analysis was carried out on literature textbooks which are used in the first to the eighth grade of primary schooling in Croatia and the research matrix used for analysis included the following variables: representation of male and female textbook authors, authors of texts and text supplements, representation of male and female textbook characters, as well as the characters’ psychosocial characteristics, their value systems and professional and family roles. The analysis showed that in comparison to men women were under-represented in textbooks: men dominate both as authors of texts and text supplements and as characters mentioned in these texts and supplements. A traditional approach to gender issues in textbooks is expressed through the portrayal of the family roles and marital status of characters: the stereotypical role of the woman as mother and family with children is promoted as the preferred form of family life in adulthood. Although male and female textbook characters are in many cases potrayed as having gender stereotypical characteristics, values and professional roles, there are also examples of non-stereotypical gender representations of characters which could contribute to a more gender sensitive learning environment.)
| Item Type: | Article |
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| Additional Information: | Title in English: Are Croatian primary school literature textbooks gender sensitive? |
| Uncontrolled Keywords: | Rodni stereotipi, rodna osjetljivost čitanki, analiza sadržaja (gender stereotypes, gender sensitivity of textbooks, content analysis) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HM Sociology L Education > L Education (General) |
| Depositing User: | Karolina Vranješ |
| Date Deposited: | 18 Feb 2015 14:21 |
| Last Modified: | 03 Mar 2015 12:19 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/46 |
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