Module 1

[Audrey Gelens]

Genderstereotypes are most certainly evident from a young age.
My own brother in law didn’t want nephew getting a kitchen because he was a boy, it was the toy he most played with when he came to my house. I challenged this with him saying he would more than likely grow up to be a daddy himself and cooking for his family etc and he ended up getting the kitchen. My sister was a tomboy and when she was in junior infants wanted a John Deere tractor and action man walkie talkies people said to my mam “you’re not really getting that for her are you?” She said if that’s what she wants that what she gets. You can see it also when people are buying baby presents they buy pink versions of toys for girls and more neutral ones for boys, dolls for girls, tractors and cars for boys.

This year with my 5th class we did a lesson on the advantages and disadvantages of being a boy/girl and it was so interesting to see the opinions of both sexes. Each point was work up on the board exactly as it was called out but a discussion followed on that opinion and others were given time to give their opinion.It was evident that some children were willing to stand up and speak for the other side and their opinions were very strong. The children found it most beneficial to see both perspectives. It was a guided open conversation where both sides got their say but they started to empathise with the opposite gender and see the other side of the story. It followed with how could we better phrase that point now after our discussion.

A class in my school the girls were far sportier than the boys, on sports day the boys insisted on playing a football match boys v girls, the girls won and the boys were not happy at all. They insisted again on boys v girls for tug of war to show they were stronger than the girls and that they would easily win this and redeem themselves (which they didn’t ) They then blamed the teacher and started calling her sexist.

In my own class last year the boys wouldn’t pass to the girls in PE even though several of the girls play sport outside of school. Class discussions followed and we did lessons on women in sport and the children were encouraged to come up with solutions themselves.

Development education methodologies can help combat these stereotypes by teacher having an active role in shaping the learning, asking the children why they think a particular way or why they say this this and challenging these stereotypes and having meaningful discussions with the children encouraging them to see others point of view. Encouraging children to challenge inequality and value and respect others opinions feeds directly into SSE promoting inclusivity, celebrating difference and looking at the holistic education of the children. I feel we do a very good job of this in an educate together setting .

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