Gender in Schools and Culture: Taking Stock of Education in Italy

Autor/in	Biemmi, Irene
Titel	Gender in Schools and Culture: Taking Stock of Education in Italy
Quelle	In: Gender and Education, 27 (2015) 7, S.812-827 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1103841
Schlagwörter	Foreign Countries; Educational Assessment; Educational Practices; Equal Education; Social Justice; Sex Stereotypes; Textbook Bias; Textbook Content; Teacher Education; Teacher Competencies; School Choice; Gender Differences; Gender Issues; Educational Opportunities; Interviews; Italy + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Bildungspraxis; Soziale Gerechtigkeit; Lehrbuchkritik; Lehrbuchtext; Lehrerausbildung; Lehrerbildung; Lehrkunst; Choice of school; Schulwahl; Geschlechterkonflikt; Geschlechterfrage; Bildungsangebot; Bildungschance; Interviewing; Interviewtechnik; Italien
Abstract	When politicians discuss Italy's position in terms of achieving equality between men and women, the school environment is rarely called into question or mentioned. This is despite the fact that gender inequality remains a prominent feature of the Italian education system. The reason for this failure to perceive the problem, and the consequent lack of investment in policies for gender equality in education, derives from a massive misunderstanding: school is perceived by the public and the political class as one of the few environments within the highly sexist Italian social fabric in which equality has been achieved. On closer examination, however, it is clear that the Italian school is merely the image of a sexist society which in turn acts as the driving force for a traditional and stereotypical view of male and female roles. This article will discuss this perspective and investigate three areas of education that are problematic in gender terms: gendered educational choices; sexist stereotypes transmitted through textbooks; and the lack of adequate training for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01