{"id":467,"date":"2010-03-19T16:34:39","date_gmt":"2010-03-19T16:34:39","guid":{"rendered":"http:\/\/vefir.hi.is\/kennaramenntun\/?page_id=467"},"modified":"2014-03-25T11:27:09","modified_gmt":"2014-03-25T11:27:09","slug":"jafnretti-2","status":"publish","type":"page","link":"https:\/\/vefir.hi.is\/kennaramenntun\/bryn-mal\/mikilv%c3%a6gir-malaflokkar\/jafnretti-2\/","title":{"rendered":"Jafnr\u00e9tti"},"content":{"rendered":"

Menntun til jafnr\u00e9ttis kynja og menntun kennara. <\/strong><\/p>\n

Umr\u00e6\u00f0a undanfarin \u00e1r og landsl\u00f6g krefja a\u00f0 mun \u00e1kve\u00f0nar s\u00e9 teki\u00f0 \u00e1 jafnr\u00e9ttism\u00e1lum \u00ed sk\u00f3lastarfi en veri\u00f0 hefur. Jafnr\u00e9ttism\u00e1l er margslunginn m\u00e1laflokkur, en h\u00e9r er fjalla\u00f0 um jafnr\u00e9tti kynja. En hva\u00f0 \u00feyrfti a\u00f0 gera \u00ed kennaramenntun \u00feannig a\u00f0 vel v\u00e6ri a\u00f0 \u00feessum m\u00e1lum sta\u00f0i\u00f0?<\/p>\n

Gu\u00f0n\u00fd Gu\u00f0bj\u00f6rnsd\u00f3ttir, pr\u00f3fessor vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00cd, t\u00f3k \u00ed n\u00f3vember 2009 saman yfirlit yfir st\u00f6\u00f0u m\u00e1la og \u00edslenska og erlenda umfj\u00f6llun um efni\u00f0 og setur fram huglei\u00f0ingar s\u00ednar og till\u00f6gur um a\u00f0ger\u00f0ir, m.a. hva\u00f0 var\u00f0ar menntun kennara. GG-jafnr\u00e9tti-og-kennarmenntun1<\/a>. H\u00fan telur, sj\u00e1 a\u00f0ger\u00f0 2 a\u00f0 \u00fea\u00f0 ver\u00f0i a\u00f0 \u201efjalla markvisst um jafnr\u00e9tti, kynfer\u00f0i og sk\u00f3lastarf b\u00e6\u00f0i \u00ed skyldu-og valn\u00e1mskei\u00f0um og \u00ed sem flestum n\u00e1msgreinum \u00ed 5 \u00e1ra kennaramenntun.\u201c <\/strong><\/p>\n

Hvers konar n\u00e1mskr\u00e1 krafan um a\u00f0 jafnr\u00e9tti \u201ever\u00f0i v\u00eddd\u201c \u00ed kennaramenntuninni, kallar \u00e1, er alls ekki auglj\u00f3s \u00fe\u00f3 a\u00f0 krafa laganna s\u00e9 \u00f3tv\u00edr\u00e6\u00f0.<\/p>\n

\u00dea\u00f0 er sko\u00f0un \u00fdmissa fr\u00e6\u00f0imanna a\u00f0 jafnr\u00e9ttisfr\u00e6\u00f0sla \u00ed sk\u00f3lum s\u00e9 mikilv\u00e6g og skortur \u00e1 henni vi\u00f0haldi m.a. sta\u00f0almyndum sem hindra a\u00f0 drengir og st\u00falkur n\u00e1i a\u00f0 nj\u00f3ta s\u00edn sem skyldi b\u00e6\u00f0i \u00ed sk\u00f3lanum og s\u00ed\u00f0ar sem fullor\u00f0nir einstaklingar, sem foreldrar, borgarar, lei\u00f0togar e\u00f0a frumkv\u00f6\u00f0lar (Weiner, 2000; Hollingsworth, 1995; Weaver-Hightower 2003; Younger, 2007; Younger and Warrington, 2008; \u00de\u00f3rd\u00eds \u00de\u00f3r\u00f0ard\u00f3ttir, 2005; Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, 2004; Gu\u00f0n\u00fd Gu\u00f0bj\u00f6rnsd\u00f3ttir, 2007; Ahl, 2006). \u00de\u00f3 a\u00f0 jafnr\u00e9ttisl\u00f6g hafi kve\u00f0i\u00f0 \u00e1 um jafnr\u00e9ttisfr\u00e6\u00f0slu \u00ed sk\u00f3lum allt fr\u00e1 \u00e1rinu 1976 og grunnsk\u00f3lal\u00f6gin hafi lengi kve\u00f0j\u00f0 sk\u00fdrt \u00e1 um a\u00f0 undirb\u00faa beri b\u00e6\u00f0i kyn jafnt undir virka \u00fe\u00e1ttt\u00f6ku \u00ed samf\u00e9laginu, fj\u00f6lskyldul\u00edfi og atvinnul\u00edfi \u00fe\u00e1 er sk\u00f3linn v\u00ed\u00f0ast hvar seinn til breytinga (normat\u00edfur). E\u00f0lishyggjuhugmyndir um kynin vir\u00f0ast l\u00edfseigar. \u00de\u00e6r vi\u00f0halda kynbundnum sta\u00f0almyndum og um lei\u00f0 kynbundnu n\u00e1ms- og starfsvali.<\/p>\n

Mikilv\u00e6g er s\u00fa \u00e1bending a\u00f0 n\u00e6mi fyrir kynjamun e\u00f0a \u00f6\u00f0rum mismununarbreytum er ekki spurning um pers\u00f3nulega eiginleika sem kennarar b\u00faa yfir, heldur spurning um v\u00edsindalega \u00feekkingu m.a. um kynjafr\u00e6\u00f0i og a\u00f0ra jafnr\u00e9ttis\u00fe\u00e6tti, svo og kennslureynslu e\u00f0a \u00fej\u00e1lfun (Lahelma, 2009).<\/p>\n

Sty\u00f0ja \u00fearf kennara \u00ed kennaramenntuninni, a\u00f0ra kennara og sk\u00f3lastj\u00f3rnendur \u00ed a\u00f0 \u00fatf\u00e6ra \u00e1kv\u00e6\u00f0i 23. greinar jafnr\u00e9ttilaga sem segir a\u00f0 \u201e\u00e1 \u00f6llum sk\u00f3lastigum skulu nemendur hlj\u00f3ta fr\u00e6\u00f0slu um jafnr\u00e9ttism\u00e1l \u00fear sem m.a. skal l\u00f6g\u00f0 \u00e1hersla \u00e1 a\u00f0 b\u00faa b\u00e6\u00f0i kynin undir jafna \u00fe\u00e1ttt\u00f6ku \u00ed samf\u00e9laginu, svo sem \u00ed fj\u00f6lskyldu- og atvinnul\u00edfi.\u201d<\/p>\n

Fr\u00e6\u00f0ilega er n\u00fa \u00e1hersla l\u00f6g\u00f0 \u00e1 margbreytilegar birtingarmyndir karlmennsku og kvenleika og \u00e1 vir\u00f0ingu fyrir fj\u00f6lbreytileika innan hvors kyns, svo og innan h\u00f3pa eins og barna, unglinga, fatla\u00f0ra, innflytjenda, samkynhneig\u00f0ra, fem\u00ednista e\u00f0a eldri borgara. Vir\u00f0a skuli mismun innan drengjah\u00f3psins og st\u00falknah\u00f3psins, \u00ed sta\u00f0 \u00feessa a\u00f0 byggja lausnir \u00e1 vafas\u00f6mum sta\u00f0almyndum e\u00f0a e\u00f0lishyggjuhugmyndum um einstaklinga eftir kyni. \u00c1hersla er l\u00f6g\u00f0 \u00e1 a\u00f0 kennarar \u00feekki vel mun \u00e1 kyngervi (gender) e\u00f0a menningarlegum hugmyndum um karlmennsku og kvenleika annars vegar og hins vegar kyni (sex), sem er l\u00edffr\u00e6\u00f0ileg sta\u00f0reynd en oft tengd vi\u00f0 \u00fareltar sta\u00f0almyndir um e\u00f0li, h\u00e6fileika og hlutverk. A\u00f0greining \u00feessara hugtaka er mikilv\u00e6g til a\u00f0 greina og skilja kynjun n\u00e1msgreina\/samf\u00e9lags e\u00f0a kynjakerfi menningarinnar.<\/p>\n

Kennarar \u00ed kennaramenntun eru hvattir til a\u00f0 r\u00e6\u00f0a hva\u00f0a grunn\u00feekking er nau\u00f0synleg fyrir kennaranema til a\u00f0 koma \u00ed veg fyrir kynjamismunun\/misr\u00e9tti b\u00e6\u00f0i almennt og \u00ed sinni grein\/fagsvi\u00f0i. Hvort a\u00f0 hugmyndir um \u00feeirra kennslusvi\u00f0\/kennslugreinar eru kynja\u00f0ar og greina hvers vegna svo er og hvort um sta\u00f0almyndir er a\u00f0 r\u00e6\u00f0a.<\/p>\n

Nokkur hugt\u00f6k og sta\u00f0reyndir sem kennaranemar \u00e6ttu a\u00f0 \u00feekkja: E\u00f0lishyggja, m\u00f3tunarhyggja, fj\u00f6lbreytileiki, jafnr\u00e9tti, karlmennska, kvenleiki, kynfer\u00f0i\/kyngervi, kynjakerfi, kynhlutverk, mismunun, sta\u00f0almyndir kynja, kynjun n\u00e1msgreina, fj\u00f6lskyldu\u00e1byrg\u00f0, lagaleg kr\u00f6fur um jafnr\u00e9ttisfr\u00e6\u00f0slu .<\/p>\n

\u00cd skyldu-og valn\u00e1mskei\u00f0um \u00ed kennaramenntuninni \u00e6tti a\u00f0 leggja \u00e1herslu \u00e1 a\u00f0 allt n\u00e1m og \u00f6ll st\u00f6rf s\u00e9u \u00e1 f\u00e6ri beggja kynja og fjalla \u00edtarlega um:<\/p>\n

\u2013jafnr\u00e9ttishugtaki\u00f0 b\u00e6\u00f0i \u00ed merkingu jafnr\u00e9ttislaga og \u00ed v\u00ed\u00f0ari merkingu<\/p>\n

\u2013muninn \u00e1 kyngervi og kyni,<\/p>\n

\u2013sta\u00f0almyndir kynja og sta\u00f0reyndir \u00ed fj\u00f6lskyldum og atvinnul\u00edfi<\/p>\n

\u2013um kynjakerfi\u00f0 og kynjun n\u00e1msgreina, starfa og samf\u00e9lags.<\/p>\n

\u2013um ranns\u00f3knir \u00e1 menntun og \u00e1rangur drengja og st\u00falkna \u00ed mismunandi fr\u00e6\u00f0igreinum og sta\u00f0reyndir um st\u00f6\u00f0u kynjanna \u00ed sk\u00f3la og samf\u00e9lagi.<\/p>\n

\u00de\u00e1 er mikilv\u00e6gt a\u00f0 r\u00e6\u00f0a vel \u00feau gildi sk\u00f3lastarfsins sem tengjast jafnr\u00e9ttishugtakinu \u00ed v\u00ed\u00f0ri merkingu m.a. hvernig \u00e1herslan \u00e1 l\u00fd\u00f0r\u00e6\u00f0i, fj\u00f6lmenningu og jafnr\u00e9tti kynjanna geti bl\u00f3mstra\u00f0 saman \u00e1n \u00feess a\u00f0 eitt sj\u00f3narmi\u00f0 yfirtaki anna\u00f0 b\u00e6\u00f0i \u00ed kennaramenntuninni og \u00ed sk\u00f3lastarfi.<\/p>\n

Starfandi kennarar gegna mikilv\u00e6gu hlutverki fyrir n\u00e1m kennaranema sem \u00e6fingakennarar, lei\u00f0sagnarkennarar e\u00f0a mentorar. \u00dev\u00ed \u00fearf a\u00f0 huga vel a\u00f0 vettvangstengingu kennaran\u00e1msins \u00ed \u00feessu samhengi. M\u00e6lt er me\u00f0 a\u00f0 mynda \u00e1hugah\u00f3pa kennara \u00ed einst\u00f6kum sk\u00f3lum \u00e1 \u00f6llum sk\u00f3lastigum, sem g\u00e6tu lei\u00f0beint og veri\u00f0 til fyrirmyndar fyrir kennaranema.<\/p>\n

Svo a\u00f0 vi\u00f0fangsefni\u00f0 \u00f6\u00f0list fastan sess \u00ed kennaramenntuninni og til a\u00f0 minnka skilin \u00e1 milli fr\u00e6\u00f0ilegra ranns\u00f3kna og sk\u00f3lastarfs er m\u00e6lt me\u00f0 a\u00f0 stofnu\u00f0 ver\u00f0i ranns\u00f3knarstofa um jafnr\u00e9tti og kennaramenntun vi\u00f0 Menntav\u00edsindasvi\u00f0 H\u00cd. Stofan haldi utan um umr\u00e6\u00f0u, ranns\u00f3knir og \u00fer\u00f3unarstarf um efni\u00f0 \u00ed samstarfi vi\u00f0 vi\u00f0eigandi a\u00f0ila. Reglulega \u00fearf a\u00f0 r\u00e6\u00f0a, rannsaka og endursko\u00f0a hva\u00f0a l\u00e1gmarks\u00feekking og vi\u00f0horf um jafnr\u00e9ttism\u00e1l eru mikilv\u00e6g \u00ed kennaramenntuninni og hva\u00f0a a\u00f0fer\u00f0ir duga best \u00ed jafnr\u00e9ttisfr\u00e6\u00f0slu \u00ed sk\u00f3lum. \u00de\u00e1 er mj\u00f6g mikilv\u00e6gt a\u00f0 f\u00e1 framhaldsnema til a\u00f0 taka \u00fe\u00e1tt \u00ed ranns\u00f3knar- og \u00fer\u00f3unarverkefnum \u00e1 vegum stofunnar.<\/p>\n

Gu\u00f0n\u00fd Gu\u00f0bj\u00f6rnsd\u00f3ttir<\/p>\n

Heimildir<\/strong><\/p>\n

Ahl, H. (2006). Why Research on Women Entrepreneurs Needs New Directions. Entrepreneurship Theory and Practice, 30, 5, bls. 595-621. http:\/\/www3.interscience.wiley.com\/cgi-bin\/fulltext\/118605115\/PDFSTART.<\/p>\n

Gu\u00f0n\u00fd Gu\u00f0bj\u00f6rnsd\u00f3ttir. (2007). Menntun, forysta og kynfer\u00f0i. Reykjav\u00edk: H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n

Hollingsworth, S.(1995). The \u2018problem\u2019 og gender in teacher education. Mid-Western Educational Researcher, 8, 3-11.<\/p>\n

Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson. (2004). Karlmennska og jafnr\u00e9ttisuppeldi. Reykjav\u00edk: Ranns\u00f3knarstofa \u00ed kvenna- og kynjafr\u00e6\u00f0um vi\u00f0 H\u00e1sk\u00f3la \u00cdslands.<\/p>\n

Lahelma, E. (2009). Gender awareness into teacher education and schools. Erindi flutt \u00e1 The European Conference on New Ways in Overcoming Gender Sterotypes \u00ed Prag 27. ma\u00ed 2009.<\/p>\n

Younger, M. (2007). The gender agenda in secondary ITET in England: forgotten, misconceived or what? Gender and Education, 19(3), 387-414.<\/p>\n

Younger, M. og Warrington, M. (2008). The gender agenda in primary teacher education in England: fifteen lost years. Journal of Education Policy, 23(4), 429-445.<\/p>\n

Weaver-Hightower, M.B.(2003). The “Boy Turn” in Research on Gender and Education. Review of Educational Research, 73, 4, pp. 471-498.<\/p>\n

Weiner, G.(2000). A critical review of gendar and teacher education in Europe. Pedagogy, Culture and Society, 8(2), 233-247.<\/p>\n

\u00de\u00f3rd\u00eds \u00de\u00f3r\u00f0ard\u00f3ttir.(2005).Hvers vegna \u00e1 kynjafr\u00e6\u00f0i erindi \u00ed kennaramenntun? \u00cd Arna H. J\u00f3nsd\u00f3ttir, Steinunn H. L\u00e1rusd\u00f3ttir og \u00de\u00f3rd\u00eds \u00de\u00f3r\u00f0ard\u00f3ttir (ritstj.) Kynjamyndir \u00ed sk\u00f3lastarfi, Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands, bls.33-53.<\/p>\n","protected":false},"excerpt":{"rendered":"

Menntun til jafnr\u00e9ttis kynja og menntun kennara. Umr\u00e6\u00f0a undanfarin \u00e1r og landsl\u00f6g krefja a\u00f0 mun \u00e1kve\u00f0nar s\u00e9 teki\u00f0 \u00e1 jafnr\u00e9ttism\u00e1lum \u00ed sk\u00f3lastarfi en veri\u00f0 hefur. Jafnr\u00e9ttism\u00e1l er margslunginn m\u00e1laflokkur, en h\u00e9r er fjalla\u00f0 um jafnr\u00e9tti kynja. En hva\u00f0 \u00feyrfti a\u00f0 … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":281,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-467","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages\/467","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/comments?post=467"}],"version-history":[{"count":1,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages\/467\/revisions"}],"predecessor-version":[{"id":1554,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages\/467\/revisions\/1554"}],"up":[{"embeddable":true,"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/pages\/281"}],"wp:attachment":[{"href":"https:\/\/vefir.hi.is\/kennaramenntun\/wp-json\/wp\/v2\/media?parent=467"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}