Вопрос гендерного подхода в педагогической практике (на примере системы образования зарубежных стран)

Аннотация

Ключевые слова: Достижение гендерного равенства во всем мире гендерное равенство, становится центральной точкой развития страны и гендерный подход общества и важной частью государственной стратегии и в образовании, анализируются данные, основанные на гендерной модели готовность к реализации гендерного подхода, этих симметричных и сбалансированных инклюзивных представительство аспектов мужчин и женщин. учителей в гендерной ориентации в образовании. General formulation of the problem and its connection with important scientific and practical problems. In the categorical-theoretical apparatus of pedagogical science, the concept of “Gender”. Gender studies have become an integral part of all human sciences, including pedagogical science. In addition, in the aggregate of the means of scientific support of modern education, the theory of the gender approach is increasingly asserting itself as a methodological orientation in teaching [1], [2], [3], [4]. Using the concept of “hidden curriculum”, advocates of a gender approach in their research show how the education system at all its levels (from kindergarten to academies and universities) demonstrates the unequal status of men and women in society and contributes to the preservation of and reproduction of established gender stereotypes [2], [4], [5],[6], [7], [8], [9]. The studies of school practice show that, in terms of the values of gender equality, it needs significant modernization. That is why the application of a gender approach in the educational sphere is currently considered as a way to improve the level and quality of education of male and female students. The importance of reforming the education system taking into account the inclusion of gender approaches is also indicated in the Gender Strategy of the Russian Federation [10]. In addition, such Russian researchers as I.S. Kon [11], O.M. Zdravomyslova-Stayunina [12], L.V. Shtyleva [2], L.V. Popova [13], S.G. Aivazova [14], G.G. Silaste [15], E.N. Kamenskaya [3] and others in their works note that over the past decades in the life of Russian society there have been significant changes in socio-role relations: there is a rethinking of the place and role of women in various social spheres, the rigidity in the division of labor has decreased, the ego is growing-litarization of marriage and family relations, cultural stereotypes of masculinity and femininity have become less rigid and polar. Comprehension of the pedagogical process from the standpoint of the concept of “gender” is of fundamental importance, since many ideas about professional self- determination, life strategy, access to resources and power, which are based on a socio- sexual orientation, are formed at school. The implementation of a gender approach in school will allow to form an idea that gender is not a basis for discrimination based on any criterion or indicator, that it enables women and men to enjoy human rights in the fullness of this concept, gives rise to forces for free choice of paths and forms of self-realization at the level of their unique individuality. 232 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 3 (2021) / ISSN 2181-1415 As I.V. Kostikova, “the point is not that representatives of different genders need a differentiated approach on the part of the teacher, but that they have to face a complex world of changing gender stereotypes that conflict with personal desires and inclinations person. To explain the nature of stereotypes, to show their variability and social conditioning these are the tasks of the gender approach in education” [16]. The gender aspect of rethinking pedagogical science and practice is most fully represented in the theory and methodology of the gender approach in school education, developed by L.V. Shtylevoy [2]. The researcher was the first to attempt to apply a gender approach in pedagogy and education. The goal of the gender approach in education is to deconstruct the traditional cultural constraints on the development of the potential of an individual depending on gender, to comprehend and create conditions for maximum self- realization and disclosure of the abilities of girls and boys in the process of pedagogical interaction. Implementation gender approach and gender analysis in education, according to L.V. Shtyleva, will contribute not only to gender equality in society, but also, which is important, will make positive changes in gender relations in general, will serve as an impetus for the harmonious development of the individual in the process of education. Therefore, understanding gender issues and mastering the main provisions of the gender approach is becoming an urgent task in the field of training specialists who are professionally involved in training and educating the younger generation. In these conditions, it becomes urgent to form teachers' understanding of the need for a gender approach and the attitude towards its implementation; meaningf