The Intercultural Nature Of Gender Boundaries Essay

The Intercultural Nature Of Gender Boundaries Essay

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Because school is where students learn about culture, it follows that the activities therein should contribute to the understanding of their culture, as well as the culture of others, preparing them for a pluralistic world (Quebec Education, 2001, Section 1.2). This makes the project in question all the more relevant as it does the aforementioned. Additionally, by concentrating on gender norms, the project has the ability, and will to expose the intercultural nature of gender boundaries, how stereotypical images of gender pervade the world as a whole (Schieffelin, & Ochs, 1986). But more than just preparing its students theoretically, highlighting the multitude of diversification will work to arouse the feeling of harmony, that no matter their differences, they are all part of humanity. By doing so, the project, and school, will “act as agents of social cohesion by fostering a feeling of belonging,” contributing to a socially just society (Quebec Education, 2001, Section 1.2).
By focusing on the impact that their beliefs have on others, students will be encouraged to find examples of the dominant hetronormative discourse outside the classroom. In doing so, they will become more apt at acquiring knowledge on their own. This is in accordance with the Quebec Education Program, Cross-Curricular Competency 1, which states that “it is just as important for schools to teach students how to acquire knowledge as to convey it to them” (2001).
Not only will students learn to acquire knowledge on their own. By seeing knowledge within the confines of the dominant discourse, they will also be able to critically reflect on their knowledge, being able to “weigh all the facts, to take into consideration their own emotions, to use logical argument...


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...ing with others to create a more inclusive notion of gender.
Finally, in accordance with Competency 9 of the Quebec Education Cross-Curriculum Program (2001), this project establishes the different forms of communication. By focusing on the deconstruction of discourse, students will be given the opportunity “to explore the resources of each of these forms of communication, to discover its conventions and codes” (Quebec Education Program, Cross-Curricular Competency 9, 2001). Furthermore, through its deconstruction, language will become malleable to the students allowing them to “become familiar with [such] characteristics of communication” (Quebec Education Program, Cross-Curricular Competency 9, 2001). In other words, students will become aware of the subjective nature of communication, affording them the ability to develop a feeling for it and all its components.

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