Gender-sensitive pedagogy

Gender- sensitive pedagogy describes a pedagogical approach whose aim is a gender-conscious approach to the fundamentals of gender research in questions of upbringing, education and social pedagogy. The concept of gender mainstreaming is used here.

approaches

In line with gender research, gender-sensitive pedagogy also differentiates between three approaches, each of which addresses different aspects:

Difference approaches

Women and men are viewed as fundamentally different: From a biological point of view, due to different living conditions and socialization.

Equality approaches

From the perspective of gender-sensitive education, women and men have equal rights. As a result of this fundamental gender equality, male rule is criticized, and equal rights and equal access to social positions of power are demanded. Equality approaches relate to the legal level and combat discrimination based on gender.

Constructivist approaches

Constructivist approaches criticize bisexuality as a construct from the experience that there are always people who cannot be clearly assigned to a gender (see transgender ). The core message is that women and men are constructs. The gender of a person is assigned at birth (biological gender), but the assignment to a gender is a lifelong process that is actively staged every day through posture, gait, clothing, jewelry, language and other things. Deconstructivist approaches want to track down and break the “narrow framework of female and male attribute attribution”.

Fields of application

Gender-sensitive pedagogy is used in kindergarten pedagogy and school pedagogy. In addition, it is implemented in adult education and gender-sensitive social education, which is used primarily in women's shelters and advice centers for women and girls. The basics of gender-sensitive social education are also used in caring for people with mental illnesses.

criticism

Gerhard Amendt criticizes today's tendency to force acceptance of different sexual identities by means of indoctrinated children. With regard to sexual education in “modern” pedagogy, Ursula Enders and Christina Hennen criticize an often argumentative similarity to pedophile groups in the 1980s.

See also

• Sex education of diversity

literature

• Norbert Kühne : Girls and Boys - Development, Upbringing, Identity; in: Praxisbuch Sozialpädagogik, Volume 8, Bildungsverlag EINS , Troisdorf 2010; Page 9-41; ISBN 978-3-427-75416-9 .
• Melitta Walter (2005): Boys are different, girls too. Sharpen the eye for a gender-equitable upbringing. Munich: Kösel Munich 2005, 3rd edition 2009; 237 pp., ISBN 3-466-30689-2 .
• Melitta Walter: Quality for children - the worlds of girls and boys in day care centers, City of Munich (Ed.): Munich 2000.
• Tim Rohrmann, Christa Wanzeck-Sielert: Girls and boys in the KiTa. Body - Gender - Sexuality (Development and Education in Early Childhood) , Kohlhammer Verlag, Stuttgart 2018, ISBN 9783170334236 .

Web links

• Zurich University of the Arts: Deconstructive and queer pedagogy
• Association for the development of feminist education and teaching models, Claudia Schneider, March 18, 2003: Gender mainstreaming and gender-sensitive pedagogy - findings, practical examples, guidelines / guard rails for the future (PDF file; 223 kB)
• (Austrian) Federal Ministry for Education, Art and Culture: Gender-sensitive pedagogy. Guide for teachers and trainers in the field of kindergarten education (PDF)
• Spiegel Online, Ralf Neukirch, August 25, 2008: Debate: Triumph of Butterflies, Part 2. The principle of gender mainstreaming
• Online material collection for gender equitable education and upbringing: http://vielfalt-erahrungwert.de

Individual evidence

1. ↑ 2nd Cologne Women's Health Day. Annex to the draft resolution , p. 21
2. ↑ Cornelia Krause-Girth, Christa Oppenheimer, Cornelia Krause-Girth: Quality of life and relationships. Gender-sensitive care for the mentally ill
3. ↑ Gerhard Amendt, April 7, 2015: On the debate on the “Sexual Education of Diversity” ( Memento of the original of March 23, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. : “This kind of confusion of one's own interests with those of children and society allows the emotional similarity to manifest pedophiles to emerge beyond the argumentative ones. The abolition of the gender and generation boundary does not appear this time as a pedophile program, but as a desire to force sexual acceptance through indoctrination. " 
4. ↑ FAZ, Antje Schmelcher, October 14, 2014: Under the guise of diversity , p. 3 f.