The participants actuation in groups consisting of two in the analysis of textbooks. Reach each team a book for teachers that scans a certain number of pages, and to limit the number of women and men representatives. It also must be noted the type of activity indulged in by men and women (in the photos and texts on both), and using document called "analysis of textbooks."
The participants also type a word to describe this activity (kitchen, cleaning, race, school) and then displays the results of their research groups.
The groups then look for examples of prejudices according to what is included in the document called "formulas prejudices in textbooks." Used as a guide and mentor. Thus groups will be looking for three examples of prejudices (whether in the picture or in the text or in the exercise). Within the specified page, and then participants will be asked to suggest images or text alternative means to provide women and their experiences in the form of the best (that can be used in the table entitled evaluate teaching materials).
Materials needed
1 . Textbooks of primary level.
2 . "Document formats prejudices in textbooks."
3 . The document "Analysis of textbooks."
4. Table "evaluate teaching materials."
Methodology
1 . Working group.
2 . Efficiency analysis and evaluation.
Inequitable representation: There are some groups representing less in educational documents Valenciennes noticeable for women and minority groups become more severe to the point calling for suspecting that these groups value or importance or significance of a few in our society .
Profiling: that its allocation educational documents roles and characteristics of traditional and rigid for a particular group creates so Tnmita and limit the power of this group and its capabilities.
The forms of profiling prevent pupils and students to develop their abilities on the diversity, complexity and variation contained in groups. Therefore, children who do not see themselves only through standardized formats can Eetmahoa internally with these patterns and then they will not be able to develop their own abilities and interests and all their energy.
Imbalance / bias: working textbooks on the survival of pre-judgment and by offering one interpretation of a question or a position or group of persons. The imbalance in the representation as such limits the knowledge of pupils and students of the different perspectives that apply to a specific position. Accordingly, the application based on specific information, such as that found in the textbooks, distorts truth, Agyib and different points of view and complex.
The bottom line so that millions of girls and boys receive a limited perspective on the contributions of women and their participation and their battle and so on minorities in our societies .
Unrealistic: provide textbooks in many cases and an unrealistic description of history and human experience in contemporary life. The issues of contention being silent about it and look at the segregation and discrimination, as well as the prejudices being avoided. The This presentation Allawaqaa refuse to give children the information they need to get to know and understand the problems of society to become one day be able to solve .
Almspqat Alsenyh: The educational documents reflect the discriminatory nature of the language, words are masculine pronouns such as "our ancestors" Deny women their participation in society and the educational activities and interests bear male character (postman, a policeman) and then rejects the legitimate right of women to engage in these professions .
Sorting: The documents, books, educational sort of issues relating to minorities and women and separated from the main body of the text suggests that these issues are not important. And are therefore not part of the general cultural trend .
التسميات
curricula