Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-08-112-26
DOI: https://dx.doi.org/10.15863/TAS.2022.08.112.26
Language: Russian
Citation: Abdurashitova, E. T. (2022). Gender Discourse in Teaching: theoretical background from the point of view of post-structuralism. ISJ Theoretical & Applied Science, 08 (112), 281-287. Soi: http://s-o-i.org/1.1/TAS-08-112-26 Doi: https://dx.doi.org/10.15863/TAS.2022.08.112.26 |
Pages: 281-287
Published: 30.08.2022
Abstract: Modern debates about gender-sensitive or gender-oriented teaching have so far only touched on the subject area of physical education in general terms. Current thematic publications on this topic often do not contain any detailed information. This article attempts to give theoretical and didactic impulses in teaching and rethinking the category "gender". Discourses convey knowledge to student subjects in the form of objectified realities. The task of the subject is to find himself in this network, i.e. in various discursive sentences. Observations show that children see gender norms and values as a guide to their actions. This study attempts to answer the question of how these discourses can bring concrete knowledge to people and that in discourse theory it focuses on language, describing it as a place where social reality is produced and organized.
Key words: gender identity, gender debate, post-structuralism, pedagogical work, gender discourse.
|
