The Importance Of Gender Equity And Sexuality In Education

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It is clear that the children in Jill’s classroom (please see scenario tab) are influenced by negative views and confusion around gender equity and sexuality. MacNaughton (2000, p. 21) explains that children’s ideas of identity (including gender and sexuality) are developed through social interactions, whether inside or outside school. An educator must be a positive advocate of gender equity and sexuality in order to influence positive ideas of gender equality to their students. The Melbourne Declaration outlines its focus of providing an equal experience for all children regardless of gender or sexuality, and educators must be an advocate of this equality (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008, pg. …show more content…

Take this video by Pea (2012) for example. Pea (2012) highlights the misconceptions children can acquire from storybooks. While books like the ones witnessed in this video seem innocent, there are views in these books, which encourage gender stereotypes and, also sexist views. Opinions that children develop from reading these books can contribute to situations as described in Jill’s class where the boys were dominating the computers in her classroom. MacNaughton (2000, p. 19) mentions the importance of avoiding stereotypical activities and materials that influence negative gender stereotypes, which are often based off traditional views. An example of this is the pink and blue decorations Jill’s colleagues use to hang their girls and boys work. Teachers also need to ensure they are providing an equal classroom experience to all children regardless of sex. Research has uncovered that educators tend to praise and encourage, and give male students more opportunity (Skelton, Francis & Smulyan, 2006, pp. 431-432). Furthermore, behaviours displayed by girls that are seen as ‘disruptive’, ‘rude’, and ‘aggressive’ are often viewed as ‘assertive’, and ‘aspiring’ when displayed by boys (Skelton et al., 2006, pp. 442). Such interactions are not setting a positive example for gender equality in the classroom. A teacher needs to consider this when assuming students capabilities based on gender, and instead provide an equal experience to all students. Educators also need to review the materials they use in the classroom to ensure they are used appropriately to discuss and encourage positive views on

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