This Poster presents a qualitative research (empirical research) relevant to the conceptual change referred to the way of thinking genders education in pre-school services educators (at pre-school services and kindergarten for children from 0 to 6 years) obtained as a result of participation to a training Course. The educators, after having finished the training Course (through a proper training; focus group; role-playing; cooperative learning) changed their point of view and their representation about gender: their language became more and more precise (in a scientific way). The educators developed an effective cognitive accommodation and then were able to prepare carefully new and more effective conceptual models on genders to build and share with the children in the preschool age. In spite of the cultural turning point introduced by nowadays known british gender studies (which opened the debate on the gender category and demonstrated the social and cultural meaning of feminine and masculine genders, intended as true conceptual sense or reference conceptual models), in Italy still missing a serious reflection on the basis of gender identity and gender differences (thinking about power and opportunity differences) that can be discussed in Italian School, both politically and educationally: thinking, for instance, about the pre-primary or primary school (not only to the specific university courses taking place in university classrooms).
A conceptual change in how Italian women preschool educators perceive the notion of gender education
GALLERANI, MANUELA
2014
Abstract
This Poster presents a qualitative research (empirical research) relevant to the conceptual change referred to the way of thinking genders education in pre-school services educators (at pre-school services and kindergarten for children from 0 to 6 years) obtained as a result of participation to a training Course. The educators, after having finished the training Course (through a proper training; focus group; role-playing; cooperative learning) changed their point of view and their representation about gender: their language became more and more precise (in a scientific way). The educators developed an effective cognitive accommodation and then were able to prepare carefully new and more effective conceptual models on genders to build and share with the children in the preschool age. In spite of the cultural turning point introduced by nowadays known british gender studies (which opened the debate on the gender category and demonstrated the social and cultural meaning of feminine and masculine genders, intended as true conceptual sense or reference conceptual models), in Italy still missing a serious reflection on the basis of gender identity and gender differences (thinking about power and opportunity differences) that can be discussed in Italian School, both politically and educationally: thinking, for instance, about the pre-primary or primary school (not only to the specific university courses taking place in university classrooms).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
