学校教育におけるジェンダー問題

抄録

The purpose of this paper is to discuss the current state of the gender problem from the viewpoint of pedagogy of teaching subject and to think over a possible concrete stepfor a solution to the problem. The significance of taking up the gender problem in the school education is to bring upmental faculties among pupils to allow critical assessment of the gender phenomena reproduced in schools, in other words the potency rightfully facing tha actuality surrounding the pupils' selves. The number of reports on the examples of educational embodiments in this context are increasing, but still we can point out several problems as follows.
1. In this country, the participation in the gender problem seen in the school educationis limited to the institutes and the teaching staff in the advanced regions. The genderproblem has not been yet an issue to the whole country. In the improved new curriculumsto be enforced in 2002, too, the introduction effort of the gender perspectivein terms of the principle for curriculum frame works does not rest on a firm base.
2. In school, the gender problem tends to be conducted under a cosy motto or a neatslogan, resulting in moralistic and mere goodness oriented approaches. Consenquently, the drift of general situation is to ward the production of pupils liable to overlook thegender harassment on the part teachers displayed as “like a man” or “like a woman”content which are presented routinely under the pretext of a “hidden curriculum.”ecured.
3. It was made clear that the pupils' “learning” of the gender-bias has not been secured satisfactorily. The situation is attributable to the fact that teachers are not fullyconscious of the “customer satisfaction” or “accountability” of the present age in theirconduct to ward pupils and parents.
4. In Ontario, Canada, the educational guidelines based the gender prespective satisfyingthe equality between men and women, together with the provisions for theassociated environment for teachers, have been existent since 1970's. In Norway, gender-equal textbooks based on the “Equality of the Sexes Law”have been adapted toimplement systematic gender-free education.
From the backgrounds mentioned above, the following can be pointed out as the problems which now confront us.
In the first place, “Guideline for the textbooks seeking after the equality between menand women in school education” must made. This will enable teachers to fulfill gender-freeeducation as a matter of course with steadfast self-awarenss.
At the same time, this will initiate the children of the next generation in the concreteimage of the equality between both sexes. Furthermore, it will advance harmonious relationsbetween school knowledge and commonsense in daily life.