Doprinos inkluzivnog kurikuluma u prevenciji rodnih stereotipa djece rane i predškolske dobi

master's thesis

• Title (english): Contribution of the Inclusive Curriculum in the Prevention of Gender Stereotypes of Children of Early and Preschool Age
• Author: Morana Szavits Nossan
• Mentor: Dejana Bouillet (mentor)
• Committee member: Vlatka Domović (predsjednik povjerenstva)
• Committee member: Monika Pažur (član povjerenstva)
• Committee member: Dejana Bouillet (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-17, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy

Abstract

Sustav ranog i predškolskog odgoja i obrazovanja (RPOO) dio je odgojno obrazovanog sustava Republike Hrvatske. Kao takav ima zakonsku obvezu poštivati sve zakonske propise koji proizlaze iz Ustava Republike Hrvatske kao i Konvencija koje je Republika Hrvatska potpisala. Republika Hrvatska je kroz nacionalnu politiku za ravnopravnost spolova definirala prioritete u vidu suzbijanja rodnih stereotipa i promicanju rodno osjetljivog obrazovanja. Inkluzija podrazumijeva uključivanje unutar određene skupine ili strukture. Prema suvremenim pedagogijskim okvirima u fokusu promatranja inkluzivnosti je holistički pristup osobi, njezinim mogućnostima i interesima dok je temeljno polazište inkluzivnog kurikuluma nediskriminacija po bilo kojoj osnovi, uključujući rodnu i spolnu. Takav kurikulum osvještava vrijednost tolerancije prema različitostima. Ovaj rad je posvećen analizi rodnih stereotipa u RPOO, s naglaskom na mogućnostima inkluzivnog kurikuluma u njihovoj prevenciji. U radu su prikazani rezultati istraživanja koje je provedeno s ciljem ispitivanja znanja i stavova odgojitelja o rodno osjetljivom obrazovanju i suzbijanju stereotipa unutar sustava RPOO-a. Istraživanje je provedeno na skupini od deset ispitanika, zaposlenika u ustanovama RPOO-a grada Zagreba, kvalitativnom metodom fokus grupe, a podaci su obrađeni primjenom interpretativne fenomenološke analize. Rezultati su pokazali da se u sustavu RPOO-a uočavaju rodni stereotipi i predrasude te da osobe koje rade unutar sustava nisu dovoljno osviještene za prepoznavanje i prevenciju spolne i rodne nejednakosti. Rodni stereotipi usmjereni su na oba spola odgojitelja, dok su društvene predrasude naglašenije prema muškim odgojiteljima. Istraživanje je pokazalo da su rodni i spolni stereotipi prisutni u svakodnevnom radu odgojitelja/ica s djecom. Vidljivi su u materijalnom kontekstu, sadržajima, aktivnostima i postupcima odgojitelja/ica, a posljedica su društvenih i kulturnih obrazaca ponašanja, ali i nedovoljnog formalnog obrazovanja odgojitelja/ica o prepoznavanju i prevenciji rodnih stereotipa. Glavni je zaključak da je potrebno dodatno uskladiti program RPOO-a sa zakonskim obvezama. Nužno je osigurati kvalitetu odnosno pristupačnost ustanova RPOO-a kroz profesionalnost osoblja što podrazumijeva kompetencije i profesionalna uvjerenja. Takvo osoblje mora imati znanje i vještine osmisliti primjeren kurikulum koji je inkluzivan i prevenira diskriminaciju prema bilo kojoj osnovi, uključujući rodnu i spolnu.

Abstract (english)

Early childhood education and care system (ECEC) is part of the educational system of the Republic of Croatia. As such, it has a legal obligation to comply with all legal regulations arising from the Constitution of the Republic of Croatia as well as the Conventions signed by the Republic of Croatia. Through its national policy for gender equality, the Republic of Croatia has defined priorities in the form of combating gender stereotypes and promoting gender-sensitive education. Inclusion means participation within a particular group or structure. According to modern pedagogical frameworks, the focus of observing inclusiveness is a holistic approach to the person, his/her possibilities and interests, while the basic starting point of the inclusive curriculum is non-discrimination on any grounds, including gender and sex. Such a curriculum raises awareness of the value of tolerance towards diversity. This paper is dedicated to the analysis of gender stereotypes in ECEC with an emphasis on the possibilities of inclusive curriculum in their prevention. The paper presents the results of a research conducted with the aim of examining the knowledge and attitudes of educators on gender-sensitive education and combating stereotypes within the ECEC. The research was conducted on a group of ten respondents, employees in the ECEC institutions of the City of Zagreb, using the qualitative focus group method, and the data were processed using interpretive phenomenological analysis. The results showed that gender stereotypes and prejudices are noticed in the ECEC system and that people working within the system are not sufficiently aware to recognize and prevent gender inequality. Gender stereotypes are directed at both sexes of educators, while social prejudices are more pronounced towards male educators. Research has shown that gender and sex stereotypes are present in the daily work of educators with children. They are visible in the material context, contents, activities and actions of educators, and are a consequence of social and cultural patterns of behaviour, but also insufficient formal education of educators on the recognition and prevention of gender stereotypes. The main conclusion is that it is necessary to further harmonize the ECEC program with legal obligations. It is necessary to ensure the quality and accessibility of ECEC institutions through the professionalism of staff, which includes competencies and professional beliefs. Such staff must have the knowledge and skills to design an appropriate curriculum that is inclusive and prevents discrimination on any grounds, including gender and sex.

• Keywords: inkluzivni kurikulum; rodni stereotipi; nediskriminacija; RPOO
• Keywords (english): inclusive curriculum; gender stereotypes; non-discrimination; ECEC
• Language: croatian
• URN:NBN: urn:nbn:hr:147:611033
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-07-11 11:57:22