Femme fatale s petero djece. Analiza osnovnoškolskih udžbenika povijesti iz rodne perspektive.

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    • Alternate Title:
      FEMME FATALE WITH FIVE CHILDREN. AN ANALYSIS OF PRIMARY SCHOOL HISTORY TEXTBOOKS FROM THE GENDER PERSPECTIVE.
    • Abstract:
      This analysis of textbooks and working material is based on documents determining the curriculum standards and plans and the programme for primary schools of the Ministry of science, education and sport, as well as the UN conventions regarding the abolishment of all forms of discrimination of women. Covered by the analysis are the textbooks approved by the Ministry of science, education and sport. As focal points of the paper's subject matter and the centres of analysis, six aspects have been singled out: 1) contextualisation of women (individually or as social groups) in the thematic (textbook) framework, integration into the contents or mere addition of separate parts to the textbook whole, 2) lack of specific material pertaining to the equality of the sexes, 3) so-called women contents or subjects (housekeeping, female beauty, fashion), 4) wives, widows, mothers, sisters… of illustrious husbands, sons, brothers, 5) important women -- inclusion or ignoring of eminent women -- rulers, scientists, artists, 6) successful examples -- entire textbooks or some individual solutions. The analysis shows that only a small part of the textbooks and working material successfully integrates contents relating to women in such a way as to portray them uninfluenced by stereotypes. Further, the textbook authors had major problems with incorporating material dealing with women into historical events as a whole. Women and their activities, even the ones perceived as "male", as still merely added to history. Neglect or complete absence of certain great historical subjects has also been noted, e.g. of matriarchate/matrilineality and the subsequent development of the patriarchate. All authors found it much easier to portray women separately, either individually or as social groups, though the latter has, in general, been less successful than the former (important women, rulers, scientists, artists). Their position in various times is almost without exception described by the phrase "women remain at home, they cook, they look after the children, they have no rights…" with some variations in detail, but not in the essentials. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Analiza se odnosi na udžbenike i radne materijale i temelji se na dokumentima koji određuju nastavne standarde i planove te program za osnovne škole Ministarstva znanosti, obrazovanja i športa te Konvencije UN-a o uklanjanju svih oblika diskriminacije žena. Analizom su obuhvaćeni udžbenici koje je odobrilo Ministarstvo znanosti, obrazovanja i športa. Kao okosnice oko kojih je grupiran sadržaj i na koje se oslanjala analiza izdvojeno je šest problemskih cjelina: 1. kontekstualiziranje žena (pojedinačno ili kao socijalne grupe) u sadržajnom (udžbeničkom) okviru, integriranje u sadržaj ili samo dodavanje izdvojenih dijelova udžbeničkoj cjelini, 2. odsutnost određenih sadržaja koji se odnose na ravnopravnost spolova, 3. tzv. ženski sadržaji ili teme (kućanski rad, ženska ljepota, moda), 4. supruge, udovice, majke, sestre… znamenitih muževa, sinova, braće 5. značajne žene -- uvrštavanje ili ignoriranje istaknutih žena -- vladarice, znanstvenice, umjetnice, 6. uspješni primjeri -- udžbenici u cjelini ili neka pojedinačna rješenja. Pokazalo se da je samo manji broj udžbenika i radnih materijala uspješno integrirao sadržaje koji se odnose na žene, izbjegavši stereotipe u njihovu prikazivanju. Također, velikih problema autori/autorice imali su sa smještanjem sadržaja koji se odnose na žene u cjelinu povijesnih zbivanja. Još uvijek se žene i njihove aktivnosti, pa i one koje se smatraju "muškima", naprosto dodaju povijesti. Uočeno je također zanemarivanje ili odsutnost određenih velikih povijesnih tema, primjerice izostanak matrijarhata/matrilinearnosti i kasnijeg razvoja patrijarhata. Svim autorima i autoricama mnogo je lakše bilo prikazati žene izdvojeno, individualno ili kao socijalne grupe, pri čemu su uspješniji bili u prikazu pojedinih žena (značajnih osoba, vladarica, znanstvenica, umjetnica) nego u prikazu njihova položaja kao socijalne grupe. Tako se u prikazivanju njihova položaja u raznim vremenima ponavlja gotovo kao fraza -- žene ostaju kod kuće, kuhaju, brinu se o djeci, nemaju nikakva prava… -- što se onda varira, no u osnovi ostaje isto. [ABSTRACT FROM AUTHOR]
    • Abstract:
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