Gender-appropriate didactics

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Gender-appropriate didactics or gender- sensitive didactics is a didactic that aims to address women and men equally and to respond to different learning styles of the respective genders. It emphasizes gender as a relevant social category in the development of science and technology, but also in educational institutions such as schools and universities. Gender equitable didactics is participatory , i. In other words, it actively involves the learners in the learning process. In the natural sciences and technology, not only scientific and technical, but also gender competencies should be imparted.

history

Gender-equitable or gender-sensitive didactics should be understood as a contribution to the social emancipation of women. Their emergence can be seen against the background of the First and Second Women's Movement . It stands in their traditions: A historical awareness of struggles for legal equality for women (focus of the First Women's Movement ) and for self-determined and equal participation in all areas of life (focus of the Second Women's Movement ) is an indispensable basis for teachers and students. Fields of life include politics , the world of work, church , family , the production of symbolic worlds in public representations (e.g. art ), culture, science , practical disciplines such as medicine , psychotherapy and jurisprudence , personal and sexual relationships. Like the women's movements, gender-sensitive didactics are also linked to other emancipatory movements.

tasks

Gender equitable didactics has three central tasks:

  1. Courses offered should equally address the needs of men and women.
  2. Courses offered should be designed in such a way that the learning objectives are achievable for both women and men.
  3. Courses are aimed at imparting gender skills .

In general, when it comes to gender-equitable didactics, care must be taken to avoid the gender bias that has so far mainly been discussed in research . These are gender-specific bias errors that can be divided into three main groups.

  1. Androcentrism : An all-male perspective is taken and women are not included.
  2. Gender insensitivity: Gender is ignored as a central category and certain situations and facts are wrongly assumed to be the same for men and women.
  3. Double assessment criteria: Similar situations, characteristics or behavior are assessed differently in women and men.

These three problems, which have their origins in research, must be transferred to gender-appropriate didactics and avoided in terms of content, methodology and interaction with the participants.

Methods

The development of special methods for teaching has so far been particularly relevant in the natural sciences and technical subjects, as the main aim is to enable women to have the same access to the content, but especially to the respective vocational training. The following areas can be distinguished:

  1. Interactions as communication processes that inhibit or promote learning between teachers and participants as well as between participants
  2. Take into account the individual and diverse requirements of the participants
  3. Establish practical relevance: Include examples from the participants' experience as well as social and ethical aspects
  4. Activating and project-oriented teaching and learning methods
  5. Interdisciplinary teaching and learning design
  6. Specialists and gender stereotypes broach
  7. Role models: women behind research processes
  8. Teaching material: role representations in language, pictures and illustrations

Individual evidence

  1. ↑ a b Michaela Gindl / Günter Hefler / Silvia Hellmer (2007): Fundamentals of gender sensitivity in teaching. Guidelines for gender-sensitive didactics , page 10 ( online ) (PDF, 473 kB)
  2. ^ Judith Fuchs / Kris Maschewsky / Ulrike Maschewsky-Schneider (2002): Towards more equality between the sexes: Recognizing and avoiding gender bias in health research . Berlin ( online ) (PDF, 795 kB), accessed September 8, 2014, p. 13 f.
  3. ↑ Karin Steiner / Monira Kerler / Sandra Schneeweiß et al .: AMS Austria, ABIF (analysis, advice and interdisciplinary research) (ed.): Practical handbook : Technical and scientific qualifications of women - professional orientation and methods for gender-appropriate didactics. Resilience factors against gender segregation. Vienna 2015, pp. 80–118 ( online ) (PDF, 5.77 MB)