DIDACTIC GUIDE OF GENDER
EXPERTS – SUMMARY
Module 1
LEONARDO DA VINCI PROJECT
GENDER EXPERTS: A PROFESSIONAL PROFILE
FOR EQUAL OPPORTUNITIES
MODULE 1
EQUAL
CONCEPTS
OPPORTUNITIES:
HISTORY
AND
1.- INTRODUCTION
The equal opportunities must be understood from a social perspective and,
therefore, in a specific context. Because of that this module is focused on giving the
student an approach of the past, present and future of women’s situation, making the
understanding of the current situation easier. In this process the feminist movements
are especially important, due to the fact that they help women to turn into active figures
in society, causing as much the development as the evolution.
The equal opportunities is focused as much men as women, the only difference
that there is between them is the fact that women have always been oppressed and
men have always had their rights accepted. In this way, the concept of gender has
special importance due to its meaning, that is, it is understood as social / cultural
attribute and not as a simple biological difference. Due to that, the equal opportunities
insists on balance such attributes, that is men and women must be represented equally
in all social, labour, education, familiar contexts. The differences that do exist
nowadays among men and women (see the case of Science and Technology) must be
corrected and/or eradicated. Finally, other factor to be studied in the relations among
men and women are the interpersonal relationships between both of them and that
produce discrimination in the education, labour and family context.
The main goal is to work in this first module with the things said above, that is the
student will be able to understand concepts such as gender, women’s struggle…. As
well as understand the different stages the women have been through throughout
history, in order to be recognised, and to infer the meaning from those struggles.
We will speak about these subjects and about much more in this module, which
also has the following didactics units:
MODULE 1
Equal
Opportunities:
History and
Concepts
20 Hours
Didactic Unit 1
The women’s struggle: periods and demands.
Didactic Unit 2
Gender male and female, psycho – social
aspects: stereotypes.
Didactic unit 3
Gender and multiculturalism.
Didactic unit 4
Gender, science and technology.
Didactic unit 5
Gender and equal opportunities: new values in
the interpersonal relationship for the equal
opportunities.
DIDACTIC GUIDE – SUMMARY. MODULE 1.
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INDEX CARD 1
MODULE 1: EQUAL OPPORTUNITIES: HISTORY AND CONCEPTS
20 HOURS
DIDACTIC UNIT 1
PRESENTATION
AUTHORS
OBJECTIVES
CONCEPTS
RESOURCES
4 hours
THE WOMEN’S STRUGGLE: PERIODS AND DEMANDS
This didactic unit approaches to the women’s struggle for the equal
opportunities of men and women as a fundamental right for the
development of society, what gives a better knowledge and
understanding of the current situation, and the role of the feminism
as driving the women’s role change in the development and
evolution of society with numbers of demands.
Raquel González Ferrón – Pedagogue
• To identify the different stages of the feminist movement.
• To understand the meaning of the struggle
• To make a relation between the concept of struggle and the
current equal opportunities policies.
Feminism, feminist struggle, equal opportunities policies, pre –
modern feminism, modern feminism, contemporary feminism and
current feminism.
Texts and documents concerning the subject and activities
CONTENTS
The feminism is a “movement made up by feminist women who are organized in
different collective, platforms, assembly and women’s associations that have something in
common that is the awareness of oppressed group by the patriarchal ideology. It has a
social, politics, philosophic and demanding character that praise the equal rights of men
and women and the freedom to choose the model of life that they want to lead, beyond the
sex stereotypes and roles that determines behaviours, wishes and realities of men and
women.” On the other hand the Suffrage is a women’s group of all social classes that
share the claim of the right of the politics participation, one of the requirements was the
vote, to reform the legislation, the custom and then society. It appeared in countries that
adopted the capitalism with their ideal stated in the politic institutions. And the Patriarchy
means “Parents’ government”, from the feminism is defined as a system of male
domination on women. Because all of that the women had to struggle to have their rights
recognised, and those struggles have been carried out in different stages: the pre-modern
feminism, modern, contemporary and current feminism. Currently they are still struggling
in different contexts.
Cases analysis, discussion about the women’s situation having
ACTIVITIES
support in the women’s bill and concept definitions that support our
learning.
ASSESSMENT
Initial Assessment: Questions
Training assessment: Participation, carrying out and student’s
involvement in the activities. Systematic observation.
Final assessment: Open questions solution.
•
SOME
BIBLIOGRAPHIC
REFERENCES
•
•
Franco Rubio, Gloria Angeles.” Siglo XX”, Historia Universal,
Madrid, Historia 16.
Duhet Paule Marie. (1974) ” Las mujeres y la revolución".
Barcelona. Ed. Península.
Gouges Olympe. (1789) “ Declaración de los derechos de la
mujer y de la ciudadana”, para sé decretada por la Asamblea
nacional francesa.
DIDACTIC GUIDE – SUMMARY. MODULE 1.
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INDEX CARD 2
MODULE 1: EQUAL OPPORTUNITIES: HISTORY AND CONCEPTS
20 HOURS
DIDACTIC UNIT
2
PRESENTATION
AUTHORS
OBJECTIVES
CONCEPTS
RESOURCES
GENDER MALE AND FEMALE AND PSYCHO-SOCIAL
4
hours
ASPECTS: STEREOTYPES
This didactic unit is an approach to the gender from a social and
psychological perspective, trying to talk about gender as a social and
cultural gift, not natural or biological, assuming this as the difference
of what it is called sex.
Delfina Mieville Manni – Sociologist
Elisabeth Ortega Suárez – Psychologist
• To identify the perspectives around the concept of gender
• To make differences among the assumption of the theories
involved in the process of gender construction.
• To identify the stereotypes concerning the gender.
Gender, anthropological and psychological perspective of gender,
gender stereotypes, theories concerning the gender.
Cards and markers.
CONTENTS
From the fact that men and women have different physical and behaviour features,
the investigation, from the psychology to the gender anthropology, are based on the
observation of basic biological mechanisms and how these influence in the development
of the behaviour. During the first stages of socializing (firsts years in the bossom of the
family and the nearest external world) is when the individual has a sex relation with the
social reality. Actually we are not men nor women, we build ourselves as them. This
construction is carried out in a process where biological aspects take place, but also,
psycho-social ones. The stereotypes also influence, these are always negative, when
they are considered strictly. The current diversity of the socializing agent makes the
society dynamic. There are theories that have studied the gender roles: The social
learning theory, the cognitive development theories and the socio-cognitive theory. This
construction of the personal identity, is sometimes predetermined, for which the
stereotypes that society pass help, not only in the family field, but also in the social and
labour and those we must work to be eradicated.
Outlines carrying out that support our learning, models making that
ACTIVITIES
are a evidence of the roles and stereotypes we are subjected to and
analysis of concepts that favour our critic spirit.
ASSESSMENT
SOME
BIBLIOGRAPHIC
REFERENCES
Initial assessment: Questions
Training assessment: Participation, carrying out and student’s
involvement in the activities. Systematic observation.
Final assessment: Open questions solution.
•
•
•
•
Paul Bahannan, “Para raros nosotros”, Akal 1992
“Mosaicos y Taraceas: “ Deconstrucción Feminista de los
discursos de Género”
Mercedes Bengoecha y Marisol Morales editoras, Universidad
de Alcalá, 2000.
Mercedes Bengoechea y Marisol Morales editoras,
Universidad de Alcalá, 2000.
DIDACTIC GUIDE – SUMMARY. MODULE 1.
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INDEX CARD 3
MODULE 1: EQUAL OPPORTUNITIES: HISTORY AND CONCEPTS
20 HOURS
DIDACTIC UNIT
3
PRESENTATION
AUTHORS
OBJECTIVES
CONCEPTS
RESOURCES
GENDER AND MULTICULTURALISM
4
hours
This didactic unit wants to give evidence about the current social
reality, the multiculturalism. And about how this fact can influence in
the perception and dimension of gender.
Pilar Arias Aller – Social worker
• To know investigation studies of the process of construction of
culture identities from the gender perspective.
• To understand the cultural, politics and social aspects of the
gender dimension.
• To design good manners of social integration.
Multiculturalism, identity construction, gender dimensions, social
integration, citizenship, social and politics minorities...
Dictionaries, cards, markers, magazines, T.V, DVD,
CONTENTS
We understand as multiculturalism as a social phenomenon that gathers different
human groups, but they live together in the same social space. This social phenomenon
is linked to the social groups appearance, already known, but that are in the process of
being recognised again: such as the native from America and women. These last ones
have always been considered as a minority, above all because they have always been in
the background, violated concerning their civil, social rights and always marginalized. The
fact that to consider a society to be multicultural involves to accept the differences that
distinguish it, and consequently to establish politics, social and economic measures,
which would guarantee the social union. In this way the women must receive measures
such as the positive discrimination, and all the possible politics recognitions. Only in this
way, the women would be recognised as an active social agent, that is, they would be
recognised the citizenship. In order to carry out that integration, the policies must respect
the democratic society and keep in mind the women. That means, feminist policies
implementation, and including women in the public places, giving them voice.
ACTIVITIES
ASSESSMENT
Analysis of real cases, debates y practical exercises
Initial assessment: Questions
Training assessment: Participation, carrying out and student’s
involvement in the activities. Systematic observation.
Final assessment: Open questions solution.
•
BIBLIOGRAPHIC
REFERENCES
•
•
•
Multiculturalismo, democracia paritaria y participación política.
Rosa Cobo. Universidad de La Coruña. Publicado en
POLÍTICA Y SOCIEDAD, Madrid, nº 32, 1999
“Mujeres en la aldea global” Suplemento especial El País,
2004. Enciclopedia Salvat
www.mujeres.universia.es
www.revelion,es
DIDACTIC GUIDE – SUMMARY. MODULE 1.
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INDEX CARD 4
MODULE 1: EQUAL OPPORTUNITIES: HISTORY AND CONCEPTS
20 HOURS
DIDACTIC UNIT
4
PRESENTATION
AUTHORS
OBJECTIVES
CONCEPTS
RESOURCES
GENDER, SCIENCE AND TECHNOLOGY
4 hours
This didactic unit wants to approach the women’s evolution in the
different scientists and technologic fields, the improvements achieved
throughout the years and the positive actions to be carried out and
that are being carried out to make the equality among men and
women possible.
Renata López Prada - ADESPER
• To know the women’s trouble and its historic evolution in the
scientist and technologic fields.
• To promote the sensitizing measures to promote the change
strategies.
• To guide women in the development and change process with
university education and professional options.
Social participation, sensitizing measures and change strategies.
Scientist magazines and published articles, scientist women
biographies and Internet connection.
CONTENTS
Women are more and more present in the social, economic, politic life of any
society. But, at the same time, it is also true that there are some aspects of the same life,
see Science and Technology case, as well as high positions of power and decisions
where the women has to climb up, as the percentage among men and women is still too
unbalanced. The reasons for that discrimination can be found out in the following factors:
the social models, the perception that the women may have about their own abilities and
the professional option may be influenced by the social models (family background,
teachers influence….). So we have that women is once more relegated to some
professional positions that the tradition and society have considered as theirs. In this way,
it is very important the women’s attitude, that is, complaining is not enough but they must
act, more means, more struggle... For all of that, politics and social actions have been
created with the aim of the women inclusion in decisions and important positions.
ACTIVITIES
Videogames analysis to have an evidence of discrimination.
Ideas about why don’t women study science at university? and
curricular documents analysis
ASSESSMENT
Initial assessment: Questions
Training assessment: Participation, carrying out and student’s
involvement in the activities. Systematic observation.
Final assessment: Open questions solution.
•
BIBLIOGRAPHIC
REFERENCES
•
•
(2001,2003,2005) “Mujeres investigadoras del CSIC.
www.csic.es
(1996) Informe Mundial sobre la Ciencia. Editorial
Santillana. Madrid.
Women’s situation in the Education System of Science and
Technology in Spain and their international context. By
Eulalia Pérez Sedeño (Instituto de Filosofía-CSIC)
DIDACTIC GUIDE – SUMMARY. MODULE 1.
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INDEX CARD 5
MODULE 1: EQUAL OPPORTUNITIES: HISTORY AND CONCEPTS
20 HOURS
DIDACTIC UNIT 5
GENDER AND EQUAL OPPORTUNITIES: NEW VALUES
IN THE INTERPERSONAL RELATIONS FOR EQUAL
OPPORTUNITIES
PRESENTATION
This didactic unit goes more deeply in the relations that exist among
the male and female, in the education background, in the labour and
family one, which treatment is different.
AUTHORS
OBJECTIVES
Renata López Prada – ADESPER
•
•
•
CONCEPTS
RESOURCES
4 hours
To internalize the value concept.
To assume the aspects that talk about the interpersonal
relations.
To go deep in the interpersonal relations features.
Concept of value, interpersonal relations and violence of gender.
Photocopies of the material, handbooks concerning the didactic unit
and computers connected to Internet.
Internet
CONTENTS
When we are living together we need to have models, values... to guarantee a
harmony living that is shaping our identity as group and individual people. Those values
are the equality, respect, and dialogue. The union of these three values in the
interpersonal relations, would encourage the equality among men and women. This union
of values would have several sceneries: Education: the values learnt from the school are
the whole person. Labour: it is very important to insist on the integration and promotion of
women, making the equality among men and women easier. Above all because women
have work problems due to the inequality, due to that there are many programmes carried
out to eradicate this problem (OPTIMA programme) and family: the family sometimes is a
little equality model (authoritarian families, domestic violence…) Due to that, a education
that promotes the respect and eradicates the gender roles, will promote the equal
opportunities.
ACTIVITIES
Role Play: We will play situations where there are stereotyped
interpersonal relations in the labour and family background.
Equal Opportunities plans analysis to check impressions and
results.
Some cases analysis: we will choose companies and we’ll see the
level of acceptance of labour market integration of women by men.
ASSESSMENT
Initial assessment: Questions
Training assessment: Participation, carrying out and student’s
involvement in the activities. Systematic observation.
Final assessment: Open questions solution.
DIDACTIC GUIDE – SUMMARY. MODULE 1.
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•
SOME
BIBLIOGRAPHIC
REFERENCES
•
•
•
•
Diversity of gender in the interpersonal relations. Aurora
Leal García. Universitat Autónoma de Barcelona.
Departament de Psicología de l’Educació. 08193 Bellaterra
(Barcelona). This work is part of a didactic material given to
the primary teachers, where the school curriculum is studied
from a co-teacher perspective. Women’s institute and
Education Ministry. The authors are: M. Moreno, G. Sastre,
M.D. Busquets, A. Leal y Xus de Miguel.
Law 1/2004 of December 28th of measures of Integral
protection against the gender violence in the Education
Laws (LOGSE Y LOCE)
Programme Óptima of the women’s institute.
IV Equal opportunities National Plan (2003-2006).
Comparative study of the Equal Opportunities Plans in the
National and autonomous background, made by the
Economic Studies General sub-department and Cooperation
of the Women’s institute and published in January of 2005.
DIDACTIC GUIDE – SUMMARY. MODULE 1.
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